Cabanová, MarianaTrnka, Marian2026-03-062026-03-062025979-12-80225-91-72420-9619https://repo.umb.sk/handle/123456789/1280In: Innovation in language learning : 18th international conference : conference proceedings. 1. vyd. Bologna : Filodiritto Publisher, 2025. ISBN 979-12-80225-91-7. ISSN 2420-9619. Pp. 523-530.Preliteracy skills are foundational competencies that prepare children for acquiring reading and writing in primary education. These include key skills such as oral language, phonological and phonemic awareness (awareness of sounds), knowledge of the alphabet, and an understanding of basic print concepts (e.g., that print runs from left to right and from top to bottom on a page). In this study, we present the results of a diagnostic assessment of children’s preliteracy skills at the end of pre-primary education. The results showed that pupils from socially disadvantaged backgrounds (SDB) scored statistically significantly lower than their peers from the majority population. For this reason, it is essential to provide intensive educational support from the very outset of schooling. However, professional development is essential for teachers to be able to provide this kind of supporten© vydavateľinfo:eu-repo/semantics/openAccesspredgramotné zručnostipre-literacy skillssociálne znevýhodnené prostrediesocially disadvantaged backgroundsocially disadvantaged environmentdetichildrenprofesijný rozvoj učiteľovprofessional development of teachersinkluzívne vzdelávanieinclusive educationArticle