Диагностичен инструментариум за измерване фонологичната и фонетичната компетентности като „ключ“ за „влизане“ в българската писменост на входа в първи клас – ученици роми
Diagnostic Instrumentarium for Phonological and Phonetic Competency Measurement as a “Key” for “Entering” into Bulgarian Writing at the Beginning of First Grade – Roma Students

Summary/Abstract: A common problem that teacher faces in educating Roma students is the unsustainable and unsatisfactory development of oral communication skills in the official Bulgarian language as a second language of this group of students. A serious barrier is the phenomenon of “linguistic interference”, which, in turn, impedes the formation of phonological and phonemic competence, which guarantee a successful “entry” into Bulgarian writing. With this in mind, the article justifies the theoretically discussed issue. On this background, an approbated diagnostic toolkit is presented for measuring the phonological and phonemic competences as a “key” for “entering” into reading the official Bulgarian language as a second language – entry into first grade, Roma students.

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