Abstract
The paper deals with the topic of developing the comprehension of preschool children in kindergarten to the stories that are read to them. The aim of the research was to find out how the comprehension of the read texts is influenced by the intentional use of reading strategies by the teacher in an effort to facilitate children's comprehension.
The survey was conducted in a mixed design. The research sample consisted of children aged 3-6, from 11 kindergartens in the Czech Republic (N = 113).
Data were obtained during October and November 2021 through structured participatory observation using an observation sheet, video analysis, and interviews with children's teachers. The results showed that the use of reading strategies led to an increase in the development of some dimension of comprehension and overall interest in books and reading for all children in all age groups monitored.
At the same time, reading strategies suitable for children aged 3-4, and also for children aged 5-6 were identified.