QUiS - Quality in everyday integrated language education: Focus on the transition phase "Kindergarten - School"

Basic skills in the area of language development (phonology, letter recognition and sounds) provide a good basis for later success at school. The basic skills close to learning goals in the area of (written) language acquisition, early mathematical education and individual self-regulation skills are of central importance (Brinkman et al., 2013; Britto, 2012; Martschinke & Kammermeyer, 2018). Phonological awareness, linguistic working memory and the speed of linguistic information processing can be well initiated in the context of early language support and significantly predict the acquisition of written language at school (Klicpera & Gasteiger-Klicpera, 1998; Schneider & Näslund, 1999; Hulme et al., 2012). However, research into language support in Austria has so far hardly been addressed in relation to transition activities. Accordingly, it remains unclear which transition activities are chosen by kindergarten teachers and teachers and which they describe as particularly beneficial. The QUiS research project addresses this research desideratum.