Abstract
The presented empirical study is focused on language awareness amongst schoolage children and its evaluation. It is based on research data, which has been collected from 515 pupils from 1st to 4th grades of primary schools.
The data collection was realized within the project "GACR Reading comprehension - a typical development and its risk". Within the conceived batteries for the project a new tool called the Test of language awareness was administered.
The article describes the tool, defines the basic principles of its administration and presents data, which demonstrate the rising pupil performances in tests sub-test and its two major parts - in the part focused on morphology (A) and section focusing on word (B). The statistical test parameters such as reliability (Cronbach's alpha) and congruent validity of the test are also analysed.
The concurrent validity was consisted by fi nding a relationship between tests of language awareness and other tests of language skills and abilities (phonological tests, Vocabulary, Pseudo-words Repeating, Little star - listening test). Validity of the test was examined using the test correlates of language awareness and other literacy tests (decoding tests, comprehension tests).
At the end of the article other procedures for subsequent test modifi cation are recommended, based on an item analysis and other fi ndings. The obtained results show that the tool can be considered promising in assessing the level of language awareness among primary school pupils.