'Ready to read' is a project that aims to spread models, best practices, methologies, tools and experiences in fostering of literacy competences, targeting 5/6 years old children. The project partners are the following institutions:

Arca Cooperativa Sociale (Italy) - www.arcacoop.org

Centro Social de Soutelo (Portugal) - www.centrosocialsoutelo.org

Erasmus Hoges School Brussel (Belgium) -  www.erasmushogeschool.be

Inspectoratul Scolar Judetean Satu Mare (Romenia) - www.satmar.ro

Kindergarten 37 Valshebstvo (Bulgary) - www.dg37sofia.com

Mesezene Association (Hungary) - www.mesezene.com

Privatna predskolska ustanova Montessori IQ kutak (Bosnia and Herzegovina) - www.montessorituzla.ba

Mesezene is a pedagogical and special pedagogical innovation. The methodology has two modules: on the one hand, it can be used in the last year of kindergarten for reading preparation (Ványi, Sándor, Szűcs 2014; Szűcs, 2019; Szűcs, Tar, 2020a; 2020b), and on the other hand, it provides motivational bridge between children and literacy in the first year of the elementary school (Szűcs, Ványi, 2011a; Szűcs, Ványi 2011b; Sándor, 2016, Szűcs, Ványi, 2¬020). In addition to the examined professional objectives, the methodology has a holistic approach, in which the conscious use of learning motivation, the development of creativity and emotional and social intelligence appear. In addition to the sphere of public education, the individual modules can also be used in therapeutic (speech therapy, developmental pedagogy) systems.

My research focuses on fluency disorders, including developmental stuttering, which causes spasmodic fluency. The aetiology, symptomatology, diagnostics and therapy of this phenomenon are all central to my interests.

My research focuses on fluency disorders. One of the larger subdivisions of this category is cluttering, in which typical non-fluency features are exaggerated. My research focus is on the etiology, symptomatology, diagnosis and therapy of this phenomenon.

The position of music therapy in special education interventions, with particular regard to the assistance containing musical elements that can be used during speech therapy interventions.

The development of preschool children's phonological awareness under spontaneous conditions and under the influence of different meta-linguistic ability development systems.

Diagnosis and therapy of disorders of speech fluency, with particular attention to the categories of stuttering, cluttering, and acquired neurogenic stuttering.