PHONETIC AWARENESS OF CHILDREN BEFORE ENTERING 1 ST GRADE

Opismenjevanje je nepretrgan proces, ki se začne že pred formalnim šolanjem otroka in traja vse do končnega cilja funkcionalne pismenosti človeka. V začetnem obdobju branja in pisanja je razvoj pismenosti v najtesnejši povezavi s sposobnostjo členjenja besed na glasove, sposobnostjo hitrega pretvarjanja glasov v črke in črke v glasove in sposobnostjo spajanja glasov v besede. Otrok se s pojmi, kot so beseda, zlog, črka in glas srečuje že pred vstopom v šolo in jih večino prepozna v programu predšolske vzgoje. Sposobnost glasovnega zavedanja je sposobnost razlikovanja glasov v jeziku in njegovih sestavnih delih. Razvija se že v času predšolskega obdobja, vendar je za šestletnika izredno težko, da v besedi zaznava vsak glas posebej, saj besedo zaznava kot celoto. S preizkusom glasovnega zavedanja sva z deskriptivno in kavzalno-neeksperimentalno metodo raziskovali, v kolikšni meri je razvito glasovno zavedanje otrok pred vstopom v 1. razred in kakšen je napredek otrok v treh mesecih. Obe preverjanji z razmikom treh mesecev sta bili izvedeni z enakim inštrumentarijem, saj le tako lahko govorimo o realnem napredku otrok.Literacy is a continuous process which is already started before child\u27s formal education and lasts until the final aim of functional literacy is achieved. In the initial period of reading and writing the literacy development is in the close connection with the ability of segmentation of words in voices, fast transformation of voices in letters and letters in voices, and ability of blending voices into words. A child meets terms as a word, a syllable, a letter and voice already before entering to school and mostly recognises them in the programme of preschool education. The ability of phonetic awareness is ability of distinction of voices in language and its component parts. It is already developed in preschool education periodhowever it is very difficult for six-year old child to recognise each voice in a word as he recognises a word as a whole. With a test of phonetic awareness we have investigated, by descriptive and causal non-experimental method, in what measure phonetic awareness is developed before entering the 1 class and what is children’s improvement in three months. Both tests were made with the same instrument, as this is the only way we can speak about the real improvement