Reducing inequalities in education through the development of areas of early literacy and literacy.

Abstract

Dear readers,

We are pleased to present the second issue of the seventh volume of the journal Literacy, Pre-literacy, and Education. The theme of this issue was open to all authors focused on pre-literacies and literacies in education, specifically their development in children, pupils, and students. It is evident that all contributions in this issue address, to varying degrees, the topics of early literacy or literacy, which are foundational skills influencing not only academic success but also future employment opportunities.

The issue explores various aspects such as the relationship with reading, text comprehension, criteria for selecting books, the reading skills of students, students' graphomotor skills, and the readiness of teacher training students to systematically develop these areas in children and pupils.

It is encouraging to note that all contributions (seven research studies and one example of good practice) respond to the current needs of society and the education system, forming a bridge between theory, research, and practice. The authors present research findings that are directly applicable to the everyday practice in kindergartens and primary schools, as well as psychological and special educational counseling.

Another common thread among the research studies is that they are the result of projects funded by the Grant Agency of Charles University and the Cultural and Educational Grant Agency of the Ministry of Education, Science, Research, and Sport of the Slovak Republic. In most cases, these projects were carried out by larger author teams, contributing to the high quality of all contributions and meeting the standards required for expert studies in peer-reviewed journals.