A research on primary school pupils’ verbal ability is based upon certain theoretical concept of this ability, which is considered to be a psychical intériorisation of several different verbal activities, as a whole of a cognitive-communicative orientation.
This is also a way out to the empirical model of verbal ability applied to the sample of one hundred roughly nine years old children from different localities — from village to the capitol.
The main result of the empirical research is that primary school pupils’ verbal ability is the heterogenios entity, partial segments of which may be mutually influnced, but still of a different level.
Generally they are concentrated into two main factors. The first one involving activities dependent on words recall speed and speed of words organisation into sentences. Therefore we speak about factor of verbal fluency. The second one, so called complex verbal factor, covers rather verbal elements pierception and comprehension of their semantic, syntactic and grammatic organisation and logical relations as well.
The research also dealt with the data relevant for the development of primary school children verbal ability. Among them family environment rather than macro-social milieu appeared to be more important: The education of parents namely.
There was also a narrow relation between primary school pupils verbal ability level and school evaluation of their achievement Thus certain training method was considered at the end to rebridge the gap between levels of verbal ability of verbally able and disable children focused on processes of the first factor.