Parental Perspective Variability Development of Early Literacy in Children at Risk of Learning Disorders
Abstract
Paper aims to present the results of partial survey in the broader questionnaire investigation "Variability in the development of early literacy in children at risk of learning disorders." We present the results of parental questionnaires which will help to contemplate the theme more various and contextually. Trying to look for differences in parental perception and anticipation of problems of children from preschool age to groups of children at risk of learning disabilities, thus children with familier risk and children with language impairment.
The results of these groups are subsequently compares a group of parents of children without these risks. Parental perspective we consider essential to their participation in targeted early intervention and stimulation of partial functions necessary for the development of reading skills.