Głoska czy sylaba, czyli o relewancji i redundancji w nauce czytania

Abstract

Studies presented in the paper show children’s difficulties in acquisition of reading skills, difficulties arising from teachers’ methodical and essential mistakes. A phonetic method based on the synthesis and analysis of speech sounds goes beyond six-year-old children’s perceptive abilities because using names of letters and phonological awareness are results of metalinguistic knowledge that is released in learning to read and write.