engleski

Relationship between phonological awareness, reading acquisition and school success

Studies (Armbruster et al., 2010 ; Trehearne, 2011 ; Kolić-Vehovec, 2008 ; Subotić, 2011) have shown that phonological awareness is one of the key predictors of successful reading acquisition. Therefore, it must be encouraged since early childhood and preschool age and continued in the first grade of primary school when the systematic teaching of reading and writing begins. This paper explores the relationship between phonological awareness and reading in the first grade of primary school and school performance in the fifth, sixth and seventh grades of primary school. In the first phase of this longitudinal study (January 2014 - March 2014), the level of phonological awareness and knowledge of letters was examined in 220 children aged 5 to 6.5 years, who attended Montessori and regular preschool program. In the second phase of the study, which lasted from January to March 2015, reading performance of some of the previously examined children (N= 79) was checked. A statistically significant difference was determined between the levels of phonological awareness of the children enrolled in the Montessori and the regular program, and a positive correlation was found between phonological awareness and reading acquisition. Hence, the third phase of the study was conducted in June 2021 with the aim was to ascertain whether the children (N=79) who had proven to be more successful in previous studies would achieve better success in school based on their grades in Croatian language, Mathematics and their overall success.

language competence, numerical competence, Montessori, regular preschool program

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