Examines four specific areas of reading readiness--visual discrimination, visual memory, auditory discrimination, and auditory comprehension--and reviews teaching strategies in each of the four areas. (FL)

A review of the literature and research studies supports the psycholinguistic position regarding the acquisition of reading skills in that a positive correlation exists between the act of reading to children and their eventual reading achievements. (JN)

This literature review of home and family influences on the development of literacy is organized around the child in three major transactions: (1) child and environment; (2) child and ecology; and (3) child and family. (Author/GK)

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

This article reviews the literature on the importance of phonological awareness within the context of language/literacy learning and discusses the developmental continuum of phoneme awareness skills. Specific techniques are suggested to guide the speech-language pathologist in the assessment of phonological awareness skills. (Author/DB)

After considering the advent of knowledge about prereading from a longitudinal perspective, this report then reviews the research on preschool children's attempts to read and offers a discussion of cross-sectional research on both prereading and beginning reading. The discussion is organized in terms of three hypothesized strands of prereading:…

The review provides a classification of learning disorders; current views on possible physical and chemical factors contributing to such disorders; neurodevelopmental requirements for learning to read, write, and spell; and a method for assessing neurodevelopment. Also noted are indications for the use of medication. (Author/DB)

Examines the history of preschool reading instruction, what researchers recommend, and what is actually happening in preschools, then asks whether reading should be taught to young children. (FL)

Indicates relationships between children's graphic expressions and thinking, writing, and reading. It is concluded that, if children are motivated to verbalize about personal experiences they have expressed graphically, they probably will be additionally motivated to read what they have written. (Author/RH)

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)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)

Describes a procedure for assessing a beginning reader's knowledge of the spoken word/written word match in reading. (FL)

An interview with Dr. Shaywitz , pediatrician, neuroscientist, and member of the National Reading Panel, focuses on the ways the brains of young children develop and what can be done to prevent early learning difficulties. (MLF)

Reviews the historical and current theoretical contexts that have contributed to the concept of readiness, especially reading readiness. Discusses connectionist, emergent, social constructivist, and critical theories of early literacy. Ends with a discussion of the future of research, debate, and practice in the area of early literacy. (DR)

This article presents a literature-based overview of emergent literacy and explores the fit between emergent literacy and the learning needs of children who are blind or visually impaired. Components of emergent literacy--reading aloud, concept of a symbol, emergent writing, and literacy environments--are discussed and applied to children with…