In this Master's thesis entitled "Effectiveness Evaluation of Sfumato Metod of Initial Reading in Prevention of Dyslexia" we tried to find out, whether application of a certain teaching method of an initial reading eliminates presence of dyslexia. Thesis consists of a theoretical and a practical part. The theoretical part characterizes theoretical basis in the area of specific learning disabilities and education of initial reading with special focus on dyslexia issues and Sfumato Method of Initial Reading. The practical part is based on interviews and questionnaire surveys, which provides us possibility to compare methods of education of initial reading and evaluate them in context of development of specific learning disability - dyslexia. The thesis aims to evaluate of selected methods of education of initial reading in relation to prevention of specific disability of reading learning - dyslexia.

O presente trabalho busca compreender a proposta de ensino de Matemática para os anos iniciais do Ensino Fundamental (1º ao 3º ano) com base nos princípios do letramento. Para isso, tomamos como objeto de estudo os cadernos de Alfabetização Matemática do Pacto Nacional pela Alfabetização na Idade Certa PNAIC. Para leitura do material nos baseamos na obra de Machado (2011) Matemática e Língua Materna, a fim de explicitar as relações entre os dois sistemas básicos de representação da realidade: o alfabeto e os números. Na base das reflexões realizadas, recorremos aos estudos sobre alfabetização e letramento, tendo como referências principais os trabalhos de Colello (2010, 2014, 2015) e Fonseca (2004, 2009, 2017); partimos também de breves ponderações sobre a formação de professores polivalentes em Matemática, a qual teve por base os estudos de Curi (2005), Costa (2016) e Silva (2009). A aproximação entre a Língua Materna e Matemática é uma temática clássica continuamente renovada, ressurge em trabalhos em diversos períodos de renovação curricular. Nesta pesquisa, especialmente nos motivou a questão de que nem sempre a Matemática é associada ao letramento, sendo aparente a desvinculação com os processos de alfabetização. Presumimos que aproximar as relações entre o ensino da Matemática e da Língua contribui para superação de dificuldades de ensino em ambas as disciplinas. Concluímos que essa relação se dá essencialmente, em primeiro lugar, por meio do serviço que a oralidade da Língua Materna presta ao ensino da Matemática; isso se insere na questão básica do letramento que é a busca pelo vínculo com o social. Advindo desta primeira observação, pudemos constatar outras ligações colaborativas entre as duas temáticas, como a diversidade de gêneros textuais nas aulas de Matemática e a correspondência entre as etapas do processo de alfabetização na Língua e em Matemática. A busca por esse elo com as práticas sociais no desenvolvimento da alfabetização que neste trabalho apresentamos, se traduz na feliz expressão de Paulo Freire A leitura do mundo antecede a leitura da palavra. / This essay tries to show the proposal of mathematics teaching in the initial years of elementary school based on the principles of literacy. In order to do this, it was taken the books of the Initial Reading Instruction for Mathematics of the National Pact for the Initial Reading Instruction on the Right Age (in Portuguese PNAIC). The reading of the material was based on the work of Machado (2011) Mathematics and Mother Language, in order to explain the relation between the two basic system of representation of reality: the alphabet and the numbers. Based on the reflection made it, we resorted to the studies of Initial Reading Instruction and Literacy with reference on the work made by Colello (2010, 2014, 2015) and Fonseca (2004, 2009, 2017); also the brief ponderations on the formation of multipurpose teachers in mathematics based on Curi (2005), Costa (2016) e Silva (2009). The proximity of the mother language is a classic thematic that is continuously renewed and resurface in a variety of works in times of curricular renovations. This research was especially motivated by the matter that Mathematics is not always associated with literacy, being noticeable the dissociation with the initial reading instruction process. It was presumed that the proximity between the teachings of mathematics and languages contributes to overcoming the difficulties of teaching in both subjects. It was concluded that this realization happens firstly by the service the orality in the mother language provides to the teaching mathematics; that being insert on the basic issue of literacy that is a pursuit with the social matter. Based on this first observation, it was possible to enumerate other collaborative connections between the two thematics, as variety of textual genres on mathematics classes and the correspondence between the phases of the process in initial reading instruction on the language and on mathematics, expending our understanding in literacy. The pursuit for this link with social practices and on the development of initial reading instructions is translated (contemplated) on Paulo Freire expression that can be translated as The reading of the world precedes the reading of the word.

Submitted by ANDREA RAMOS DE OLIVEIRA null (andrearamos_os@hotmail.com) on 2017-05-16T12:01:57Z No. of bitstreams: 1 Andréa_Ramos_de_Oliveira_Dissertação_Mestrado.pdf: 5979927 bytes, checksum: 3b2261009f9d6298d46596f54c50a4aa (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-16T14:58:45Z (GMT) No. of bitstreams: 1 oliveira_ar_me_prud.pdf: 5979927 bytes, checksum: 3b2261009f9d6298d46596f54c50a4aa (MD5) / Made available in DSpace on 2017-05-16T14:58:45Z (GMT). No. of bitstreams: 1 oliveira_ar_me_prud.pdf: 5979927 bytes, checksum: 3b2261009f9d6298d46596f54c50a4aa (MD5) Previous issue date: 2017-03-30 / Muitos são os estudos sobre formação de professores com foco no protagonismo docente e na valorização da prática que têm representado valiosa contribuição para a educação, apontando a necessidade de investimentos em políticas públicas de formação docente, concretizadas por programas, especialmente na área da alfabetização. Nesse sentido, o estudo de caso apresentado tem a intenção de investigar qual a relação que se pode estabelecer entre a formação continuada de professores efetivada a partir de programas governamentais e a ação docente propriamente dita, objetivando avaliar as contribuições oportunizadas por um programa de formação continuada na área de Língua Portuguesa – Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) – à prática de professores do terceiro ano do Ensino Fundamental em duas escolas selecionadas da rede municipal de ensino de Birigui-SP. Optou-se pelo estudo de caso, de natureza qualitativa e interpretativa, dada a intencionalidade explicitada de compreender a realidade posta pelo advento do PNAIC aos professores das escolas selecionadas, justificando-se a pertinência da escolha dada a possibilidade de considerar, num recorte específico, o quanto os sujeitos pesquisados incorporaram em seu trabalho cotidiano as concepções abordadas durante o Pacto. Defende-se, neste trabalho, que, através do desenvolvimento de posturas reflexivas dos docentes e com uma formação continuada voltada ao trabalho com gêneros discursivos, a escola terá a possibilidade de “fazer a diferença”, a fim de diminuir a exclusão e o insucesso escolar de suas crianças no que concerne à leitura e à escrita. Para constituição do corpus de análise, foram utilizados questionários aplicados aos sujeitos pesquisados – professores que lecionam em turmas de 3º ano do ensino fundamental e gestores –, levantamento e estudo de planejamento de aulas e sequências didáticas, observação de aulas, entrevista coletiva e pesquisa documental. Os dados coletados permitem inferir que, na visão dos gestores, não houve integração entre as ações formativas do PNAIC e as desenvolvidas pelas unidades escolares, uma vez que as atividades do Pacto não estavam integradas às discussões coletivas das Horas de Trabalho Pedagógico Coletivo (HTPCs). Ainda que coordenadores pedagógicos e diretor de escola investigados tenham sido incluídos pela Secretaria Municipal de Educação (SME) no curso, essa articulação de proposta de formação não foi consolidada nas escolas. No tocante aos professores, o silêncio de uma escola, cujos docentes se recusaram a responder os questionários por não desejarem que suas impressões sobre o PNAIC fossem divulgadas, principalmente que não chegassem à SME, e algumas críticas tecidas pelos professores que preencheram o documento enviado à unidade, bem como outros instrumentos de coleta de dados utilizados, permitem concluir que o PNAIC não representou mudança significativa de concepção de trabalho com a língua. Entende-se que, se efetivada a articulação entre as propostas formativas do Ministério da Educação, da própria rede e da escola, as ações do programa, talvez, pudessem ter sido efetivamente apreendidas e possivelmente convertidas em mudanças no fazer docente. / There are many studies about teacher training focused on leadership and the practical value which have represented a valuable contribution to education, pointing to the need for investments in public policies of teacher training, implemented by programs, especially in the literacy area. In this sense, the present case study intends to investigate the relation that can be established between the teacher training effected by governmental programs and the actual teaching action, aiming to evaluate the contributions promoted by Continuing Education Program - PNAIC - in Portuguese area in the teaching practice of teachers in 3rd grade of Elementary School from two schools belonging to the Municipal Secretary of Birigui-SP, in order to understand their contribution to the teaching practice and the quality of education in childhood. It was chosen the qualitative and interpretative case study, given the explicit intention to understand the reality brought by the advent of PNAIC to the teachers of the selected schools, justifying the relevance of the provided choice to the possibility of considering, by a specific focus, how the researched subjects incorporate in their daily work the addressed conceptions during the Program. It is defended in this paper that, through the development of teachers’ reflective attitudes and the continuing training dedicated to the work with genres, the school will be able to “make a difference” in order to reduce the exclusion and the school failure of their children regarding reading and writing. To constitute the corpus of analysis, questionnaires were given to the researched subjects - teachers who teach in classrooms of 3rd year of Elementary School and managers -, survey and study of lessons planning and teaching sequences, classroom observation, collective interview and documentary researches. The data collected allow us to infer that, in the view of managers, there was no integration between the training activities of PNAIC and the ones developed by the school units, since the Program activities were not integrated into the group discussions in the Hours of Collective Pedagogical Work (HTPCs). Even if teaching coordinators and the school principal investigated have been included by the Education Department in the course, this training proposal was not consolidated in the schools. With regard to teachers, the silence of a school, whose teachers refused to answer the questionnaires for not desire that their impressions about PNAIC were disclosed and reached the SME, and some criticisms done by teachers who completed the document sent to unit as well as other used instruments of data collection, demonstrate that PNAIC had few contributions and represented no significant change in work design with the language. It is understood that if there was an effective coordination among the training proposals by Ministry of Education, the own network and the school, the program actions, perhaps, could have been effectively seized and possibly converted to make changes in teaching.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the context of initial learning of reading and initial reading, one wonders what is the correlation between students performance in Provinha Brasil and theirs performance in narratives. For in such a way, we start from the premise that the skills developed by learners in developing narratives are partly covered by the constants in the reference matrix of the Provinha Brasil 2011. To investigate this hypothesis, we analyzed, through of the results obtained in the application of the Provinha Brasil in 2011 and of an matrix of narrative competence, the performance of learners in the production of oral and written narratives and its convergence with the performance in the Provinha Brasil. Narratives often are the first type of text with which the children have contact, in all the cultures, as act of language for ordinance of the experience, focusing real or fictitious events. Diverse authors set out to study the narrative, in different perspectives. This study is based on the proposal of Labov and Waletzky (1967), that presents the narrative as a method of recap of experiences divided in five structural elements: orientation, complication, evaluation, resolution and coda. In addition, the research methodology is based on the Narrative Scoring Scheme, proposed by Heilmann et al (2010), for the preparation of an matrix of narrative competence through of an adaptation between the proposals. As corpus, we take oral and writings histories produced for students of 2nd year of elementary school at a municipal school in Aracaju. The collections of narratives occurred in three stages: (a) from a not-verbal text (history in comic strip), the students had created their narratives, (b) the children were encouraged from four stories without images, to make oral reading, and (c) based on a not-verbal text (history in comic strip), the learners told the story, first in writing and then orally. In all these stages, we correlated the narrative competence developed by students, and verified by matrix proposed in this study, with competence in oral reading fluency and the results obtained in Tests 1 and 2 of the Provinha Brasil 2011. We conclude that the links between the matrix of narrative competence in conjunction with the reference matrix of the Provinha Brasil 2011 allows significantly contribute to the improvement of communicative competence and literacy of the learner student. / Considerando o contexto de aprendizagem inicial de leitura e alfabetização, questiona-se qual a correlação existente entre o desempenho dos estudantes na Provinha Brasil e o seu desempenho, oral e escrito, em narrativas. Para tanto, parte-se da premissa de que as habilidades desenvolvidas por alfabetizandos na elaboração de narrativas são parcialmente contempladas pelas constantes na matriz de referência da Provinha Brasil 2011. Para averiguar esta hipótese, analisamos, por meio dos resultados obtidos na aplicação da Provinha Brasil 2011 e de uma matriz de competência narrativa, o desempenho dos alfabetizandos na produção de narrativas orais e escritas e sua convergência com o desempenho na Provinha Brasil. Narrativas costumam ser o primeiro tipo de texto com o qual as crianças têm contato, em todas as culturas, como ato de linguagem para ordenação da experiência, enfocando acontecimentos reais e/ou fictícios. Diversos autores se propõem a estudar a narrativa, em diferentes perspectivas. Este estudo baseia-se na proposta de Labov e Waletzky (1967), que apresenta a narrativa como um método de recapitulação de experiências dividida em cinco macroproposições: orientação, complicação, avaliação, resolução e coda. Além destes, a pesquisa fundamenta-se na metodologia da Narrative Scoring Scheme, proposta por Heilmann et al (2010), para a elaboração de uma matriz de competência narrativa por meio de uma adaptação entre as propostas. Como corpus, tomamos histórias orais e escritas produzidas por alunos do 2º ano do ensino fundamental de uma escola municipal de Aracaju. As coletas de narrativas ocorreram em três momentos: (a) a partir de um texto não-verbal (história em quadrinhos), os alunos criaram suas narrativas orais e escritas; (b) as crianças foram estimuladas, a partir de quatro histórias sem imagens, a fazer a leitura oral; e (c) baseados em um um texto não-verbal (história em quadrinhos), os alfabetizandos contaram a história, primeiro de forma escrita e depois de forma oral. Em todas essas etapas, correlacionamos a competência narrativa desenvolvida pelos alunos, e verificada por meio da matriz proposta neste estudo, com a competência de fluência em leitura oral e com os resultados obtidos nos Testes 1 e 2 da Provinha Brasil 2011. Concluímos que a articulação entre a matriz de competência narrativa em conjunto com a matriz de referência da Provinha Brasil 2011 permite contribuir significativamente para o aprimoramento da competência comunicativa e letramento do aluno alfabetizando.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-21T16:52:14Z No. of bitstreams: 1 andreadeoliveiracosta.pdf: 1501807 bytes, checksum: ae083d4b2d7effd63def964467cc6897 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-12-22T12:15:39Z (GMT) No. of bitstreams: 1 andreadeoliveiracosta.pdf: 1501807 bytes, checksum: ae083d4b2d7effd63def964467cc6897 (MD5) / Made available in DSpace on 2017-12-22T12:15:39Z (GMT). No. of bitstreams: 1 andreadeoliveiracosta.pdf: 1501807 bytes, checksum: ae083d4b2d7effd63def964467cc6897 (MD5) Previous issue date: 2017-07-24 / Esta dissertação tem como pergunta principal e objetivo saber quais os motivos que levam os alunos a não conseguirem se alfabetizar nos três primeiros anos de escolaridade e chegarem ao 6º ano do Ensino Fundamental sem ler e escrever. Assumindo que a alfabetização é uma construção que se dá nas relações interpessoais, mediadas pela linguagem, esta dissertação busca, no discurso dos alunos e professoras dos anos iniciais do Ensino Fundamental, os sentidos atribuídos à alfabetização e letramento. Para tal, este estudo fundamenta-se teoricamente na concepção de linguagem como constituidora da consciência e espaço de inter-relações sociais, tendo como aportes teóricos principais os estudos desenvolvidos por Lev Seminovich Yygotsky sobre o fenômeno da linguagem e a mediação e os estudos desenvolvidos por Mikhail Bakhtin. Além desses teóricos, constituem-se como interlocutores autores que abordam especificamente sobre a alfabetização, a leitura e a escrita como Soares, Kleiman, Mortatti, Cagliari, Schapper, entre outros. A perspectiva histórico-cultural orientou os procedimentos de pesquisa e as análises desenvolvidas sobre o material empírico produzido na observação de aula do 3º ano do Ensino Fundamental e atividades nos encontros dialógicos com os alunos em situação de comprometimento de aprendizagem do 3º e 5º anos do Ensino Fundamental. A partir das análises chegou-se a conclusão que os alunos, desses dois níveis de ensino pesquisados, estão muito aquém do nível desejado, ficando claro e evidente a falta de empenho da própria escola na condução do processo educacional, sendo que, a escola sozinha não conseguindo fazer um bom trabalho, necessita da ajuda das famílias, direção e professores. Observou-se que as professoras são comprometidas, mas o número excessivo de alunos por turma as impedem de fazer uma intervenção mais intensa. Esses alunos chegarão ao 6º ano do EF da maneira que estão. Cabe à direção escolar, dar o aval para mudar essa realidade com um projeto de intervenção extraclasse e com o apoio da família para que se esse ciclo se quebre e que as crianças tenham sua vida escolar normalizada. / This dissertation has as main question and objective to know the reasons that lead the students to not be able to become literate in the first three years of schooling and to reach the 6th year of Elementary School without reading and writing. Assuming that literacy is a construction that takes place in the interpersonal relations, mediated by language, this dissertation seeks, in the discourse of the students and teachers of the initial years of Elementary School, the meanings attributed to literacy and literacy. For this, this study is theoretically based on the conception of language as a constituent of consciousness and space of social interrelations, having as main theoretical contributions the studies developed by Lev Seminovich Yygotsky on the phenomenon of language and mediation and the studies developed by Mikhail Bakhtin. In addition to these theorists, they are interlocutors who deal specifically with literacy, reading and writing as Soares, Kleiman, Mortatti, Cagliari, Schapper, among others. The historical-cultural perspective guided the research procedures and the analyzes developed on the empirical material produced in the observation of the 3rd year of elementary school and activities in the dialogues with the students in a situation of commitment of learning of the 3rd and 5th years of Teaching Fundamental. From the analysis, it was concluded that the students of these two levels of education are far below the desired level, being clear and evident the lack of commitment of the school itself in the conduct of the educational process, being that the school alone Not being able to do a good job, needs the help of families, management and teachers. It was observed that teachers are involved, but the excessive number of students per class prevents them from making a more intense intervention. These students will reach EF's 6th year the way they are. It is up to the school leadership, to give the endorsement to change this reality with an extraclass intervention project and with the support of the family so that this cycle breaks down and that the children have their school life normalized.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is inserted in the line of Formação, Saberes e Desenvolvimento Profissional (Formation, knowledge and Professional Development) from Programa de Pós-Graduação em Educação da UFSM. The study had as objective to investigate what are the conceptions from the teachers of literacy about the initial reading and writing and to understand the repercussion of those conceptions in their daily practices. The studies of Ferreiro (1993, 1999, 2001, 2005), Bolzan (2001, 2002) Vygotsky (2003), Nóvoa (1991,1992, 1997), among others, were used as theoretic contribution for the development of this investigation. The research was carried out at a institution of Education of the State of Rio Grande do Sul located at outskirts of Santa Maria. The participants are four teachers who developed their pedagogical work with students of first and second grade of Ensino Fundamental. The investigation was developed through a narrative qualitative study and based on the speaking/voices from the teachers of literacy. The choice of that approach was done because we believe that it is through of choices and the interactive process that the teachers have the opportunity to present their beliefs, their thoughts and they discuss and reflect about the reality which they are living. The search of the findings was done through of semi structured interviews and of the observations of the classes. During that process it was discussed and reflected what the teachers of literacy believe that is relevant for carrying out a work of reading and writing in their classes and from that we analyzed what the repercussion from those conception in their pedagogical practices. The findings of the research emphasized that the pedagogical practices of the teachers were directly related with the conception of literacy that they constructed during their academic and professional experience at school. Those theoretic and practical constructions had a direct repercussion at the manner as they developed their pedagogical activities. Thus, the findings point out that even the teachers having the traditional concept of learning the moment that they are living is a non- stabilization moment between the necessity of implementation of the new forms of performance at class and the knowledge acquired by them during their formation. The availability and the interest of the teachers in order to go deeper into theoretical studies that come to contributed for the pedagogical practice based on social interaction and preview knowledge from the students show that the investment at continued formation of the teacher from of the reflection process is essential to assumption of the relation of theory and practice every day at school and, consequently, the transformation of the initial reading and writing practices incorporated into literacy / Esta pesquisa insere-se na linha de Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da UFSM. O estudo teve como objetivo investigar quais são as concepções das professoras alfabetizadoras sobre a leitura e a escrita iniciais e compreender a repercussão dessas concepções na suas práticas diárias. Os estudos de Ferreiro (1993, 1999, 2001, 2005), Bolzan, (2001, 2002) Vygotsky, (2003) Nóvoa, (1991, 1992, 1997), entre outros, foram utilizados como aportes teóricos para o desenvolvimento dessa investigação. A pesquisa foi realizada em uma Instituição de Ensino do Estado do Rio Grande do Sul, localizada na zona periférica da cidade de Santa Maria. As participantes são quatro professoras que desenvolviam seu trabalho pedagógico com alunos de primeiras e segundas séries do ensino fundamental. A investigação desenvolveu-se através de um estudo qualitativo narrativo, fundamentado nas falas/vozes das professoras alfabetizadoras. A escolha desta abordagem foi feita por acreditarmos que é através das trocas e do processo interativo que as professoras têm oportunidade de colocar suas crenças, seus pensamentos, discutir e refletir sobre a realidade na qual estão vivendo. A busca dos dados foi realizada por meio de entrevistas semi-estruturadas e de observações das aulas. Durante esse processo, foi discutido e refletido a respeito do que as professoras alfabetizadoras acreditam ser relevante para a realização de um trabalho de leitura e de escrita em suas classes, e, a partir daí analisamos qual a repercussão dessas concepções em suas práticas pedagógicas. Os achados da pesquisa evidenciaram que a prática pedagógica das professoras estava diretamente relacionada com a concepção de alfabetização que elas construíram ao longo de sua experiência escolar, acadêmica e profissional. Essas construções teórico-práticas repercutiram diretamente no modo como desenvolviam suas atividades pedagógicas. Assim, os achados apontam que mesmo as professoras estando vinculadas as concepções tradicionais de ensino, o momento que estão vivendo é de desestabilização entre a necessidade de implementar novas formas de atuação em sala de aula e os conhecimentos objetivados por elas durante sua formação. A disponibilidade e o interesse por parte das professoras em aprofundar estudos teóricos que viessem a contribuir para uma prática pedagógica baseada na interação social e consideração dos conhecimentos prévios dos alunos, mostram que o investimento na formação continuada do professor a partir do processo de reflexão é indispensável à assunção da relação teoria e prática no cotidiano da escola e, conseqüentemente, a transformação das práticas de leitura e escrita iniciais incorporadas à alfabetização

Comparison of teaching methods for initial reading at the beginning of the second grade The thesis focuses on the initial fading teaching methods. It introduces historic development of the methods used in Czech schools as well as current situation. The thesis consists of two main parts. The first part is a summary of information acquired from expert literature. The second part is practical and includes the description and conclusion of a research. The theoretical part focuses on the pre-reading stage and the effect of pre-school education on reading. It presents information about the development of particular functions, clarifies importance of development of skills necessary to master correct technique of reading and introduces factors affecting child's readiness to enter school. Chapter focused on alternative reading teaching methods is also included. The practical part describes comparison of three most frequently used methods of teaching initial reading. The aim of the thesis is to use a small scale research to evaluate general efficiency of teaching methods in relation to the level of reading skills of students. Powered by TCPDF (www.tcpdf.org)

The presented diploma thesis is focused on a special pedagogical topic and deals with the phonological abilities of preschool children. The diploma thesis is structured into theoretical and practical part. In the theoretical part the reader is introduced with the characteristics of preschool children, principles of the school education system in the Czech Republic based on current legislation, the school's maturity and readiness and the diagnosis of preschool children. The work also presents various divisions of the ontogenesis of speech, language and communication and characterizes individual language levels. The work also describes the development of phonological abilities and introduces phonological abilities in the context of reading literacy. A separate subchapter is devoted to possible diagnostic tools for the diagnosis of phonological abilities and another subchapter is about the Batteries of tests of phonological abilities by Gabriela Seidlová Málková and Markéta Caravolas which was performed in the empirical part. In the empirical part we deal with the analysis of phonological abilities of preschool children. A qualitatively oriented research was made in two classes of two kindergartens. The chosen methods of thesis were observation, analysis of the results of activities and analysis of...

The thesis deals with initial reading literacy in the first and second grade of elementary schools. The theoretical part defines the basic concepts related to the reading literacy. Some major studies, published from 1996 till 2015 and dealing with the reading literacy development are introduced further. The research chapter describes the qualitative research metodology identifies research goals and hypotheses, presents the timing of the research and the research sample. The methodological recommendations based on the data analysis obtained from the survey were organized into a handbook usable for all teachers. The whole research is summarized in the final chapter, the hypothesis have been confirmed . The answer to the key question, "How is the initial reading literacy developed by the teachers in the reading instruction?" revealed that the trend in the initial reading literacy development is the gradual comprehensive development of all the reading competences levels with the emphasis on the communication skills from the first school day. KEYWORDS core competencies, curriculum, educational programme, initial reading literacy, levels of reading literacy, reading literacy

Theoretical part of this thesis comprises findings gathered by analyzing available specialized literature focused on specific learning disorders, methods of practicing of initial reading and writing, and Framework Education Program for Elementary Education. The practical part consists of research in a form of questionnaire survey, which compares both learning and writing training methods with respect to specific learning disorders as its main target. The main purpose of this research was to obtain and analyze opinions of specialists from counseling and school psychology clinics on methods of teaching reading and writing, furthermore how these methods may help avert the development of special learning disorders or which methods of teaching writing and reading might be associated with more frequent development of special learning disorders. The survey shows, that the most popular and the most suitable method for initial writing and reading practice according to inquired specialists is still the analytical-synthetic method, which sustains development of particular functions and it is coherent with child's natural phonological development. On the contrary, application of genetic method appears to be the most perilous, since pupils educated by this method seem to display more problems related to...