A group of 30 nonreading kindergarten children who received 7 weeks of instruction in phoneme segmentation and letter names/sounds were assessed on segmentation and reading measures. They outperformed a language activities group, which received instruction in letter names/sounds and additional language activities, and a group receiving no…

Argues that teachers should apply the same techniques to teach expository writing in social studies textbooks as they do with teaching children's literature. Presents four activities that can be used in whole class and small group instruction. Provides examples and a 13-item bibliography of more information. (CFR)

This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

This book provides educators, parents and caretakers with a variety of instructional strategies for engaging K-8 students. These approaches are designed to enable all students to read easily and enjoyably by utilizing different styles and approaches. The techniques are not generally found in conventional classrooms, but are specifically targeted…

Teachers of extended day kindergarten classes and regular kindergarten classes are encouraged to help the poor risk child, who demonstrates the potential for having difficulty with the academics of first grade, by identifying the child's levels in reading readiness, developing the hows and whys of learning (teaching the child how to learn),…

In 1985, the Global Method of Structural Analysis (GMSA) for teaching reading was introduced to first and second graders in Mexico. Breaking away from the more traditional educational methods, it established a basis for more flexible education and effectively utilized critical thinking skills. The preparation stage (reading readiness) begins in…

This 1-year study found that emergent literacy behaviors were developed in 14 children (ages 4-6) with disabilities who were exposed to daily structured literacy activities. Independent book interactions increased in complexity and sustained attention, and "writing" behaviors increased in complexity, variety, and structure. (Author/JDD)

Young learners need a quality program for developing reading skills which is both sequential and holistic--sequential because there is an appropriate order to some skills, holistic because skills need to be incorporated in context. Word recognition techniques are thus integrated with ideas gleaned from reading. The learner should use acquired…

This article reviews research on training phonological awareness in kindergarten and first grade children and describes research-based intervention and assessment activities applicable to classroom and clinical settings. Intervention applications described include categorization activities, phoneme segmentation, and metalinguistic games. (DB)

Based on the concept that readiness for reading is brought about by the nurturing of a child's physical, social, emotional, and intellectual growth, this guidebook presents reading readiness guidelines and carefully planned workshop activities designed to provide a classroom climate conducive to discovery and language development. The first…

College students can read, but they often lack the prereading and postreading skills needed to help them think about and respond to what they read. A three-step plan can help students read and understand the text more fully. The first step entails using measures of fitness to determine: (1) the grade level of the text being considered and how it…

A study examined whether environmental logos could be used as tools for beginning reading instruction. Logos are bold, colorfully adorned symbols featuring printed words in design formats that appear on products and advertisng signs. Subjects were 20 preschool children, half of whom were three and one-half years old, and the rest four and one-half…

Readiness activities for entry into first grade are outlined and discussed in this teacher's guide for planning and implementing a relevant curriculum for early childhood. Designed to focus on language, mathematics, science, and social studies, the activities described are divided into two major subject areas: language and mathematics. The…

Intended for elementary school teachers, this article deals with reading readiness, handwriting, listening skills, and linguistics in the elementary school. The reading readiness section discusses utilizing pictures in teaching, using real objects in teaching, making picture dictionaries, placing labels on objects, developing experience charts,…

This paper discusses five language roots of reading: phonology, syntax, semantics, short-term and long-term memory, and auditory segmenting. Teachers are urged to focus early school experiences toward development of these five skills to reduce the incidence of reading difficulties. Specific teaching suggestions are offered. (Author/DB)