Developing syllable awareness at the age of pre-school and primary school years
DOI:
https://doi.org/10.21030/anyp.2017.3.3Keywords:
syllable awareness, phonological awareness, first language awareness, development exercises, writing-reading preparationAbstract
Several studies on the cognitive components of learning reading have shown that the developmental age of phonological awareness at the early ages (4-8 years) has a significant predictive effect on the success of learning reading. However, we cannot be satisfied with the changes in practice. One reason might be the extent the kindergarten undertakes school-preparation. Using this age that is very sensitive in terms of phonological awareness might be institution- and age-dependent, regarding the selection of the difficulty level of methods and exercises related to sub-skills while considering cognitive maturity. Recent research confirms the necessity of the first phase of phonological awareness, i.e., the development of syllable awareness at the kindergarten. The aim of the present study is to introduce the developmental steps related to cognitive development at pre-school and primary school as well as the spectrum of exercises developing phonological awareness.