Abstract
Based on the content analysis of czech reviews on the development of reading comprehension in children in pre-primary education and the components of reading (pre)literacy, the paper aimed to describe the current state of this issue and to name the challenges. The works published in the last 10 years corresponding to keywords dealing with text comprehension, reading preliteracy in pre-primary education and reading strategies were subjected to content analysis. 22 relevant studies and monographs were identified and further analyzed.
The results show the fragmentation of knowledge. Thematically, they are related to the theoretical definition of reading preliteracy, support for the development of future reading in the family, areas of development of pre-reading skills and understanding of the read text, but not always with reference to relevant scientific findings.
Among the challenges, the insufficient terminological and content anchoring of the development of reading preliteracy and understanding in the curriculum document and the related insufficient knowledge and skills of teachers, why and how to facilitate the comprehension of the read text in preschool children, were shown; the concept of high school and university studies and the absence of a sufficient amount of methodological and didactic materials. At the end of the study, an integrated concept of teaching language, communication and pre-literacy in pre-primary education was presented, which is currently implemented in the preparation of future kindergarten teachers at the Faculty of Education of Charles University.