Abstract
The paper deals with the issue of developing comprehension of read-aloud text in preschool children. It points out that foreign research recommends the use of reading strategies in this period as an appropriate procedure for improving the level of understanding of children, including their understanding of causal relationships.
In the Czech Republic, this topic is little explored in the context of preschool education. The research was conducted in order to find out how kindergarten teachers, who encounter the possibility of using reading strategies in kindergartens within the framework of their further education, perceive this possibility and use in practice.
The results showed that teachers clearly perceive reading strategies to be benefi cial, helping to improve understanding, increase interest in reading and develop children's speech and thinking. Nevertheless, less than half of the respondents use them regularly and purposefully in their practice.
The reason is the time required by the participants to prepare the teaching, compared to the usual reading, and there is also a certain degree of misunderstanding of the essence of reading strategies and work with them caused by the insuffi cient and short-term education of teachers in how to work with them. In conclusion, the paper provides suggestions for further research and recommendations for the design of educational events for kindergarten teachers.