Perceptions of Elementary School and Preschool Teachers Regarding Children’s Pre-Reading Skills
Perceptions of Elementary School and Preschool Teachers Regarding Children’s Pre-Reading Skills

Summary/Abstract: This study examines differences in the perceptions of preschool and school teachers regarding the development of grapheme awareness, symbol recognition, reading and comprehension of short stories, verbal fluency, and the memorization of short poems. The sample consisted of 72 participants (preschool and school teachers) employed in preschools and elementary schools in northern Kosovo and Metohija. Data were collected using a questionnaire specifically designed for the purposes of this study. The data obtained through the questionnaire were analyzed using SPSS software, applying descriptive and inferential statistical methods, specifically the t-test, MANOVA, and Pearson’s correlation analysis. The results of this study demonstrated, with statistical significance, that elementary school teachers assessed children’s development of grapheme awareness significantly higher than preschool teachers (p = 0.024), while no differences were found in the recognition of symbols. Years of service did not show a significant correlation with the assessment of reading and comprehension of short stories (p = 0.054), although a slight downward trend in evaluations was observed with increasing years of service. Age of participants did not influence the assessment of children’s verbal fluency or memorization of poems at the preschool and early school age levels.

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