Razvoj fonološke svjesnosti i učenje čitanja: trogodišnje praćenje
Development of Phonological Awareness and Learning to Read: Three-Years Longitudinal Study

Summary/Abstract: The aim of this study was a longitudinal follow-up of the development of different aspects of phonological awareness and reading skills of children from pre-school to the third grade of primary school. Fifty pre-schoolers attending kindergarten participated in this study. Phonological awareness and reading fluency were measured before starting school, at the beginning and the end of first grade, and at the end of the third grade, at which time reading accuracy was also examined. Results showed that children who could read before school had better phonological awareness than children who could not read, and this difference lasted until the end of the first grade. The advantage of reading fluency lasted until the end of the third grade. Regression analysis showed that pre-school phonological analysis and synthesis could significantly predict reading, fluency at the end of the first grade, apart from intellectual readiness for school. Phoneme omission at the beginning of the first grade, especially omission of the last phoneme, additionally contributes to predictions about reading fluency at the end of the first grade. Phonemic analysis and phoneme omission at the beginning of the first grade were significant predictors of reading fluency at the end of the third grade. These results showed that the basic aspects of phonological awareness are prerequisites to begjn reading, but more complex forms of phonological awareness are developed through reading, instruction.

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