This diploma final project deals with prevention of dyslexia in kindergarten. Teoretical part has three chapters. In the first part, there is a short survey of the development literacy and definition of foundations of literacy like phonemic awareness and letter knowledge. The second part describes the world of preschooler. There is a short characterization of development of child at this age. The last chapter in theoretical part is called Prevention of Dyslexia. Practical part is based on the questionnaire for teachers. The questionnaire was originally created for the purpose of the international longitudinal study ELDEL ("Establishing the Foundations of Literacy in European Languages"). The aim of this thesis is a bit different from the longitudinal study. The objective of this thesis lay in the description of the structure of teacher's practices in prevention of dyslexia, not just in literacy foundations development and find out, which activities teachers prefer. If they are inspired by czech tradition or if they know and prefer outland views of preventiv dyslexia.

La trace écrite d'une séance de lecture se définit ordinairement comme l'écrit consigné dans les cahiers d'élèves. Notre recherche porte sur ce que fait l'enseignant, ce qu'il cherche à faire et ce à quoi il renonce, en lien avec la trace écrite du travail de la classe, à la frontière entre l'école et le collège. À partir des notions de trace et d'écriture, nous définissons la trace écrite scolaire, à travers sa production, sa réception et ses fonctions. Notre cadre de référence, composite, sous-tend l'étude de l'activité professionnelle de l'enseignant. Nous étudions les pratiques en matière de trace écrite du point de vue du métier enseignant, du point de vue de l'écriture enseignante et du point de vue des pratiques enseignantes et de leur ancrage didactique. Nous recourons au concept intégrateur du dialogisme (Bakhtine, 1979) qui fonde trois champs scientifiques : l'analyse de l'activité professionnelle, l'analyse de l'écriture et l'analyse de l'activité didactique. Nous avons observé et filmé douze séances de lecture. Chaque film a fait l'objet d'un entretien d'autoconfrontation au cours duquel l'enseignant a documenté son activité. L'étude de genèse des écrits-traces produits en classe, appuyée par l'étude de leur élaboration avant et pendant la classe permet de conclure à l'existence d'un genre d'activité didactique trace écrite de lecture. Ce résultat est prometteur pour la prise en compte didactique de la trace écrite. / The written trace of French lesson is usually defined as the piece of writing kept in pupils' copy books. Our research is about what the teacher does, seeks to and renounces to do regarding the written trace of the class work, at the very frontier between elementary school and middle school (year 6 and year 7 in UK). From the notions of trace and writing, we define school written trace through its production, its reception and its functions.We refer to a composite theoretical framework which underlies the study of professional teaching activity. We study the practices regarding the written trace from the perspective of the teaching activity, of the teacher's writing, of the teaching practices and the didactical activity. We use the dialogism integrator concept (Bakhtine, 1979) wich is the base of three scientific fields : the analysis of the professional activity, of the writing activity and of the didactical activity.We observed and recorded twelve reading lessons, followed by simple auto-confrontation interviews. The study of the genesis of the written trace produced in class, supported by the study of its elaboration before and during the class allows to conclude there is a reading lesson written trace didactical activity type. This promossingly result the didactical consideration of the written trace.