DEVELOPMENT OF PHONEMIC AWARENESS IN CHILDREN OF PRE-SCHOOL AND EARLY SCHOOL AGE

The paper presents the results of a pilot survey (100 children) aimed at verifying the quality of phonemic awareness in pre-school and early school age and the prevention of learning difficulties after starting school. From a methodological point of view In order to verify the quality of phonemic awareness in pre-school and school age a test method was used, namely the sub-tests of the Heidelberg test for speech development (H. S. E. T) and the phonological skill tests (BTFS). Partially sub-tests are used which are also translated from English and adapted for the Czech environment, i.e. CTOPP (Comprehensive Test of Phonological Processing) and Told (Test of Language Development). The data were processed quantitatively. As part of the research was the target group studied the ability of verbal auditory memory, active vocabulary, words, then the ability of preschool and school age to differentiate individual phonemes composing phonemes into words, to manipulate phonemes and segment words into phonemes. The results of the pilot research survey conducted on randomly selected kindergartens and primary schools in the Czech Republic specify the level of phonological skills of the target group. Furthermore, on the basis of comparison with the developmental norms phonemic awareness, as well as in relation to the occurrence of a deficit in the phonological define statistically significant difference/detention in relation to the existence of developmental disorders of speech communication at the target group.