Early reading literacy development of early readers at the beginning of the school attendance attendance
Abstract
This paper presents the conclusions of the dissertation on the topic of early reading and its connection with the intellectual giftedness of children at the beginning of their school attendance. The aim of the research was to monitor how and when these children learned to read and how their initial reading literacy and reading motivation developed during the first year of primary school.
It was also the subject of research to verify the connection between early reading and intellectual talent and family background. Qualitative research methods were used and a procedure for finding early readers at the beginning of schooling and methods for identifying talents were proposed.
These children mostly learned to read on their own, at the age of 4-6 years. The reading motivation of children during the first year of their schooling was still high, thanks to the support of parents and teachers.
However, the results of diagnostic reading tests showed that early readers achieved comparable results at the end of the first year and in the second half of the second year as many of their classmates who learned to read only at school. The connection between early reading and intellectual talent was demonstrated in most of the children in the research sample.