Đề xuất khung cấu trúc kĩ năng tiền đọc – viết cho trẻ 5–6 tuổi trên cơ sở tổng quan các mô hình lí thuyết và công cụ đánh giá

Tóm tắt

Emergent literacy skills provide an essential foundation for preparing preschool children to learn reading and writing in primary school. Although numerous theoretical models and assessment tools have been developed worldwide, there is still no consensus regarding the structural components of emergent literacy, as these are influenced by the linguistic characteristics and educational contexts of different countries. In Vietnam, existing studies have primarily focused on developing individual emergent literacy skills or adapting international models, while no systematic review has integrated theoretical models, assessment tools, and the linguistic characteristics of Vietnamese to propose a structural framework for children aged 5-6 years. This study employed a document analysis and synthesis approach. A total of 29 publications were selected from major academic databases and reputable scholarly sources for content analysis, comparison, and cross-analysis of theoretical models, assessment tools, and relevant Vietnamese studies. The findings propose a structural framework for emergent literacy consisting of four components: oral language, phonological awareness, print knowledge, and emergent writing. The proposed framework integrates evidence from theoretical models, international assessment tools, and the linguistic characteristics of Vietnamese, providing a scientific basis for developing indicators and designing and validating an assessment tool for emergent literacy skills among Vietnamese preschool children aged 5-6 years.