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Prethodno priopćenje

Psycho-linguistic view on teaching initial literacy

Lucija Puljak

Puni tekst: hrvatski pdf 414 Kb

str. 61-76

preuzimanja: 4.101



Teaching initial literacy is the most complex teaching activity for junior primary school teachers. A lack of informedness of all the participants in education about a child’s linguistic-communication capabilities, which the syllabus demands are in discord with, creates countless problems for pupils, teachers and parents.
Primary school first grade classes are the most unbalanced education groups imaginable. First graders differ from one another in their linguistic-intellectual capabilities, the amount of attention they can pay, focus, interests, background knowledge, habits, prior experience, socio-emotional maturity, needs, etc.
Nevertheless, teaching one’s mother tongue is specific in relation to all the other subjects. Its most important teaching goal is developing the child’s linguistic- communication capabilities, i.e. developing the skill of exchanging messages in one’s mother (Croatian) tongue, which is why it is absolutely essential for the pupils to master the linguistic competences of speaking, listening, reading and writing. At the very beginning of their education pupils can form simple speech messages, and express their thoughts and desires. They can also understand only simple speech messages. The beginning of one’s education is peculiar because the child is exposed to two new linguistic competences – namely, reading and writing – for the first time. However, reading and writing differ tremendously from speaking and listening. Being unfamiliar with this fact and inadequate educational procedures are the cause of the vast majority of difficulties for all the participants in the process of teaching initial literacy.

Ključne riječi

initial literacy, initial reading, speech analysis, speech synthesis, written messages

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Podaci na drugim jezicima: hrvatski

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