The graduate thesis with the title Comparison of Early Reading and Literacy Skills of 5-Year-Old Slovenian and Danish Children deals with literacy, pre-reading and prescribing skills yet is divided into two parts: theoretical and empirical.
Firstly, in the theoretical part, I have identified the early and emerging literacy and related skills that children acquire and develop in the field of reading and writing. In order to develop skills, children need the visual and auditory perception abilities that underpin the skill test in the empirical part of my thesis. In the following theoretical part, I have defined literacy in documents that promote literacy development and are helpful to professional partners. I have briefly described the system of pre-school education in Slovenia and for comparison, added the system of pre-school education in Danish, with an emphasis on pre-literacy.
In the empirical part, I compared the results of Slovenian and Danish children by examining the pre-reading and prescribing skills of 5-year-old children. Quantitatively research included 30 participant children. The purpose of the study was to find out where are the differences between 5-year-old children, attending kindergarten, in initial literacy. I have also researched whether there were any differences between Slovenian and Danish children. The children completed the test by showing their perceived skills such as: visual discernment and perception, auditory perception, graphomotorical skills and orientation. The results are presented in the form of graphs, tables and descriptively. The analysis showed that there are no major differences in the initial literacy between Slovenian and Danish children. The main difference between participants, appeared primarily in patience and precision in dealing with the test.
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