Development of pre-reading skills and beginning reading in slow learner

This thesis presents the problem of teaching the early reading to slow learning students. In the early stages of reading development we often encounter problems because of the non-reclaimed prerequisites for reading, such as understanding of the reading concept, narrative ability, vocabulary, recognition of letters, visual differentiation, phonological awareness and interest for learning to read. On the acquisition of reading also affect cognitive factors, perceptual factors, socio-cultural factors, emotional factors, motivation, memory factors and factors of rapid automatic naming. Early reading by slow learning students, is under influence of specific factors, typical for this group of children. Slow learning students are slowly processing informations. They are also having problems with working memory, spatial memory and verbal memory. Consequently they need more time to achieve knowledge and more repetition. They also need additional explanations and visualizations. Teachers have to connect their knowledge with their life experiences and concrete examples, which facilitates memorization. Multisensory and systematic approach with precise and simple instructions, explanations and feedback information is very important. Work with slow learning students is expected to be diverse and interesting from the aspect of teaching utility and activity. This increase learning motivation and preserve consentration of a student. There are many strategies we can use. Our choice of strategies depends on needs of a specific student. The thesis presents the development of reading, necesary prereading skills for it, reading efficiency factors, issues that can interact in early reading faze, characteristics of slow learners and strategies for work with them, connected with early reading faze. The empirical part presents a training programm of help for a student in the second grade. His teacher has recognized a major learning issues when they were learning to read. Before he was putted in the training program, he was included in first level of Original working project of help, because of his slow learning, especially with early reading, writing, doing math and having attention deficit hyperactivity disorder. The teacher gave him a differentiation and individualization of the class, but this approach did not gave any results. The functional abilities of the student were tested before and after the trainig program through different tests. Those tests were: a Test of reading and writing disorders, the Acadia test, the Evaluation Scheme reading achievement, the Rapid automated naming test, the Test of phonological awareness and Assessment of students' reading. Through the training program the student improved his phonological awareness (auditory discrimination, segmentation, synthesis, analysis, rhymes), recognition of letters and the associative connection betwen letters and phonemes. The student improved from alphabetical reading to read the syllable, partly bound reading. Reading became more fluent and correct