Page: 81-96 Author: KUCHARSKÁ, A.,VEVERKOVA, J. Key words: early literacy three-stage model of care, individualization and differentiation of teaching, anály ti c-synthetic method of reading, genetic method of reading, writing skills, writ-ing assessment, content of writing, errors in writing, error handling, graphical level of writing.
The páper describes the development of writing skills in theteaching of ini-tial writing in the course ofthe 1st grade of primary school, as monitored in the the Three-Stage Model of Care project. This project was conducted at the IPPP CR in the years 2008-2010, and was focused on testing the preventivě intervention model of care for pupils with problems in the acquisition of reading and writing in the initial statě of development of litera cy.
The children who were included in the project (N = 467), were taught reading and writing by either the analytic-synthetic method orthe genetic method. They went through two diagnostic tests (in the middle ofthe 1st Year and at the end ofthe istYear) which monitored the development of writing skills and contents of writing in the frame of whichever method was being ušed, and also identified differences between the two methods.
To evaluate pupils' writing an originál assessment scale was devised which included evaluation of the content of writing, percentual rate of error, work with error and the graphic side of writing. This scale was inspired by foreign approaches to assessment of writing but also by approaches employed in counselling to establish the level of difficulty with writing. In each area investigated a whole series of sub-indicators were employed so that writing could be evaluated both both in terms of various particular qualities and in terms of aggregate overall assessment ofthe written product of each pupil (each item had a precisely defined value).
This páper focuses on the script of the ordinary pupil noting typical errors that occur at this period but also aspects of script that most pupils master without difficulty, and considers this in relation to the chosen teaching method of reading and writing. On the basis ofthe research results it also attempts to identity impor-tant differences in writing between 1st-year pupils using the analytical-synthetic method and those using the genetic method.