Developing Phonemic Awareness as a Means of Inclusion for Children from Socially Disadvantaged Backgrounds
Developing Phonemic Awareness as a Means of Inclusion for Children from Socially Disadvantaged Backgrounds

Summary/Abstract: The development of language skills in early childhood is an important factor influencing the successful integration of children from socially disadvantaged backgrounds into the school environment. The paper focuses on the issue of phonemic awareness as a key factor in the development of early reading literacy. The aim is to present possibilities for stimulating and developing phonemic awareness in preschool children from socially disadvantaged backgrounds in inclusive education. We consider Phonemic Awareness Training, which represents a comprehensive methodology for development in this area, to be a key tool in the development of phonemic awareness. At the same time, we point out how targeted support for these language skills in preschool age can contribute to school success and the effective inclusion of children whose language skills are less developed. Another part of the paper presents the interpretation of a partial results from the pilot testing of the pre-test, which focused on deficits in phonemic awareness among children from socially disadvantaged backgrounds, specifically marginalized Roma communities.

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