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1

Reading Acquisition Among 5- to 6-Year-Old Children in the Programme of Compulsory Preparation for School

100%
Zariņa S.
Discourse and Communication for Sustainable Education
|
2010
|
vol. 1
|
issue 1
93-108
EN
Abstract In the context of compulsory education for 5-6 year-old children, the question about reading acquisition is one of fundamental concerns for both pre-school teachers and parents. This article examines the methods of reading acquisition frequently applied in preschool, discusses the situation and teachers’ view of reading acquisition in pre-school in Latvia and provides suggestions for reading literacy development of 5-6 years old children based on the keystones of sustainable development. The article is a contribution in the construction of a theoretically grounded and sustainable model of reading acquisition for 5-6 year-old children meeting global educational challenges and Latvian local needs.
2

Environment for Meaningful Development of Reading Literacy in Pre-School

63%
Zariņa S., Belousa I.
Discourse and Communication for Sustainable Education
|
2011
|
vol. 2
68-83
EN
At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.
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