Asssessment and intervention procedures in pre-literacy and literacy skills development in preschool and early school age

Abstract

The paper discusses assessment and intervention procedures for studying developmental level of language, especially phonological, skills in pre-school and early school age children. It offers a functional theoretical and practical model for identification of the development of language skills and risks in the development of early literacy skills (ie dyslexia, developmental dysphasia and deficiencies in reading comprehension)

Keywords

• assessment procedures
• intervention strategies
• early school age
• language skills