Reading literacy is considered to be the main goal of children's education today. There are many factors that influence how successful an individual will be in developing their reading ability, one of the main ones being the social-economic status of the family and the child's socio-cultural environment. The National Assessment of Knowledge (hereinafter referred to as NAK) in Slovenian, which is used to assess reading literacy, provides a good insight into children's achievements in this area. With a more detailed examination of the NAK results, we can notice that there are differences in achievements among children in different Slovenian statistical regions, which is also highlighted by analyses of international reading literacy studies PIRLS. Thus, children in Central Slovenian Region always achieve the highest results, and children in Pomurje Region the lowest. A more detailed analysis of demographic data for the mentioned regions reveals that the regions differ from each other in terms of the educational composition of the population, average income, the proportion of employed and unemployed people, and the proportion of households receiving material or financial assistance from charitable organizations. The difference between Slovenian regions is also evident in the area of the use of screen media (such as mobile phones, tablets, television) by children. According to the results of a Slovenian study, preschool children in Central Slovenian Region use media for about two hours a day, while children in the east of Slovenia, in Podravje Region, use them for almost three hours a day. Various foreign studies point to the impact that excessive use of screen media by children has on their health and cognitive development, including language development, which also affects the development of (pre)literacy. With the research, we wanted to gain insights into the development of pre-literacy skills in five- and six-year-olds in a municipality in Pomurje Region using the SNAP test and to compare the children's achievements on the SNAP test with existing achievements of the same aged children in Central Slovenian Region and to determine whether there are differences in the children's achievements on the mentioned test between the regions. We were also interested in where the children come from in terms of their socio-cultural environment, the social-economic status of their family, and how often the children and their parents use screen media. We wanted to check for a possible link between the children's success on the SNAP test and the social-economic status of their families and the amount of screen media use. The results of our research showed that our sample of children achieves statistically significantly better results in the areas of reading, phonological awareness, writing (copying) and redrawing, and statistically significantly worse results in the areas of balance and integration of the left and right side compared to the sample of children from Central Slovenian Region. We also found that almost two thirds of the children included in the study use screen media for 30 to 90 minutes a day, and that our children spend an average of statistically significantly more time in front of screens than the experts' recommendation. We also found that there is a statistically significant medium-strong link between the time children use screen media and their achievements in the areas of balance and naming of pictures. There is a medium-strong statistically significant link between the children's achievements and the mother's education and the number of books at home, statistically significant, but low correlation of certain children's achievements exists with spending a few days of vacation with relatives and spending several days of vacation with family in neighbouring countries.
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