Logopedics, Vol. 2 No. 1, 2010.
Original scientific paper
In the beginning was the Word: on primers and reading
Mirjana Lenček
; University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department of Speech and Language Pathology
Jelena Gligora
; SUVAG Polyclinic, Zagreb
Abstract
The definition of literacy spreads across the illiteracy-literacy continuum, where reading and writing represent the skills that are at the very core of this term. Reading and writing enable information and knowledge gain, and provide a broader understanding and a
platform for general advancement. This is why the period of every child’s life when they begin to read and write, as well as when they begin to be systematically taught those skills, as a part of formal education, is a very important one. Conceptual diversity and the number of primers approved and used in our educational system have animated numerous debates on the justification of their number, or the structure in some cases. With the purpose of stimulating the reflections on the quality of these primers, but
nevertheless focusing on the initial process of teaching how to read and write, we tried to determine if there was a difference in reading and writing among first graders who were taught with different primers. Bearing in mind that reading and writing are initially
influenced by numerous factors, the results are discussed in the context of contributing to the separation of features that are crucial for the promotion of quality of this kind of textbooks. Not only does determining the differences between the observed groups of children and describing some of the features of used primers raise the level of reading and writing at the very beginning, but it also prevents the difficulties connected with that process.
Keywords
early reading; quality of primers; the risk of development of reading and writing difficulties
Hrčak ID:
123967
URI
Publication date:
1.7.2010.
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