Abstract
Initial introductory paper maps theoretical approaches and experimental alignments in the topic of beginning literacy and sets the frame for monothematic double issue of the journal. The paper firstly deals with reading literacy as a current tasks of education, puts it into context with other types of literacy, while accenting dominant role of the reading literacy.
It also accentuates the importance of early phases of developing literacy, role of the educational policy as well as current trends in the reflection of literacy development in major and minor groups (children with special educational needs). In terms of research the paper follows the psycholinguistic approaches to monitoring literacy, based on neuropsychology and cognitive psychological theories of the development of cognitive processes in which they are currently significantly accentuates the role of the early stages in the development of literacy.
The area of risk factors in the development of literacy is not overlooked. More accurate grasp of the phenomena could contribute the preventive interventional model of care of the children with reading and writing difficulties in the future.