Discusses whether to prepare the child for reading instruction, or tailor the reading instruction to the child. (RB)

Testing of a group of kindergarten children generally supported the hypotheses that (1) children from schools in higher socioeconomic areas would have significantly more advanced concepts of language than children in lower socioeconomic areas and (2) that this conceptual development would be correlated with more conventional measures of reading…

The research being published in Britain regarding reading readiness is reviewed in this monograph. The factors teachers should take into account when planning prereading programs and determining when a child is ready to read are presented. The various aspects of reading readiness that are discussed include: (1) physiological factors, such as…

In learning the skills of reading and writing, it seems most probable that the child has to become aware of certain aspects of spoken language which he has not previously perceived. Although the child is capable of saying and hearing words and can easily tell them apart from other words, to spell them phonically he must understand the concept of…

A sample of 310 Canadian kindergartners were interviewed on (1) recognition of reading/writing acts, (2) concepts of reading/writing purposes, (3) concepts of printed material's features, and (4) visual perception. Part 4 scores were nearly perfect. Ascendingly, parts 1, 2, and 3 were found increasingly difficult. Concludes teachers should…

The aim of this study was to test a hypothesis derived from the Cognitive Clarity Theory which compares Indian and non-Indian children in two localities of British Columbia. It was hypothesized that, in comparison with Indian children, the non-Indian children would show significantly superior performance on objective tests of cognitive clarity in…

Suggests ways in which a teacher can change the learning task to suit the student's level of development. References. (VJ)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)