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- W2885199612 abstract "Reading literacy and its level is important from the point of view of the individual, as well as from the point of view of the state, because it enables and promotes personal development and social inclusion of individuals in the community and economic development of the entire society. Reading literacy is the foundation of all other literacies, because it represents an individual’s ability to understand, critically evaluate and use written information. The level of early literacy, which occurs first in the child, is the emerging literacy, which takes place almost during the entire preschool period and ends when child is about six years old and starts going to school. In the kindergarten, we try to empower the children as much as possible so that they are later on able to successfully read and write. We can do that by developing their pre-writing and pre-reading abilities as much as possible. The purpose of the diploma thesis was to create and test a picture book without text and to find out whether children in the second age group of the kindergarten will improve their pre-writing and pre-reading abilities after using this book for a month. The research included 20 children, and they all first had a test of their pre-writing and pre-reading abilities, then we divided the children into an experimental and control group. Children from the experimental group did tasks from the picture book without text, whereas those from the control group did not. After using this didactic tool for one month, the children had to take a test so that we could check their pre-writing and pre-reading abilities once again. The results of the children from both groups were compared and we found out that in the children who used the picture book without text, all pre-writing and pre-reading abilities that we have trained (graphomotoric, orientation, visual perception and ability to distinguish and parse sounds) were improved. In the control group, the results remained almost at the same level as in the first test. All children enjoyed interacting with the book and were highly motivated.With the research, we proved that a picture book without text has a positive impact on the development of pre-writing and pre-reading abilities." @default.
- W2885199612 created "2018-08-22" @default.
- W2885199612 creator A5090215160 @default.
- W2885199612 date "2018-01-01" @default.
- W2885199612 modified "2023-09-27" @default.
- W2885199612 title "Influence of the activating book on the development of pre-reading and pre-writing skills of the senior age group in kindergarten" @default.
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