Initial learning to read in kindergarten

Formal and research perspective

Authors

  • Elżbieta Jaszczyszyn

DOI:

https://doi.org/10.17239/L1ESLL-2013.01.09

Keywords:

kindergarten, learning to read, pre-school education, reading education models

Abstract

In the following article the author briefly describes the organisation of Polish education system on the kindergarten level, mentions documents applicable for a Polish teacher working with children in kindergarten and makes an attempt to answer the following question: does the model of readership education influence the readiness for reading and reading skills of six-year-old children?

The answer to the above question has been obtained thanks to the information about the models of readership education which are applied by kindergarten teachers, models' characteristics and the children's level of skills in the readiness for reading and reading skills depending on the model of their readership education. It has also been analysed how gender, the level of verbal phonological memory, participation in early learning to read (earlier than from six years of age) and the number of years of kindergarten attendance differentiates the six-year-olds in terms of the readiness for reading and reading skills. The author intends to present the causal model which enables understanding the correlation and dependency between the accepted variables. The author does not determine the superiority of one model over others. Path diagrams were used for the graphic description. The article is an attempt to present the process of investigating the assumption that having contact with written word before the age of six, using optional, unspecified method of learning to read offered by a teacher, together with accepted model of teacher-student cooperation, will facilitate the process of shaping positive attitude towards written culture. It will also allow children to achieve certain abilities necessary in the learning to read process.

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Published

2013-12-30

How to Cite

Jaszczyszyn, E. (2013). Initial learning to read in kindergarten: Formal and research perspective. L1-Educational Studies in Language and Literature, 14(2), 1–16. https://doi.org/10.17239/L1ESLL-2013.01.09