In this study, we examine preschool storybook apps to identify the types of characters represented in these stories and how they relate to design quality and opportunities for children to build their vocabularies -- a significant predictor of later success in learning to read. Specifically, we sought to understand (a) how storybook apps portray…

Thirteen young readers (mean age 65.5 months) were compared with 11 nonreaders (mean age 50.4 months). Results of correlations of the Durrell Analysis of Reading Difficulty showed a wide range of abilities on the individual subtests. A subsequent analysis of basal reading texts' teachers' editions revealed a lack of information on teaching early…

Educating parents through outreach and public library programs is essential if children are to be given a head start at reading. However, once they are enrolled in school, it is important that education staff use the resources at their disposal to expose children to a book-rich environment and have them engaged with books for the sheer fun of it.…

Produced by the Department of Non-Formal Education of Thailand, this illustrated booklet supports the National Literacy and Quality of Rural Life Year Campaign. Written in poetry form and geared for neoliterates, this booklet cites the pros and cons of both small and large families without encouraging preference for either size family. (JJK)

Relates the belief that "shared reading" using big books will provide children with a meaningful introductin to reading. (DF)

This paper describes a study designed to find out whether children's reading would be affected by line spacing that is wider or narrower than the commonly used default values. The realistic, high quality test material was set using a range of four different line spacing values, and twenty-four children in Years 1 and 2 (between five and seven…

Provides answers to five important questions in reading instruction; outlines stages in reading development, including "stage 0" (birth to age six)--the "prereading" stage; and points to evidence from research and practice supporting a developmental view in reading instruction. (MD)

Traces the history of the early reading movement in Italy and relates the experiences of parent-guided reading with preschool children and teacher-guided reading with kindergarten children. Recent studies on early reading and research in the area of early bilingual reading is discussed. (CFM)

Lists 27 suggestions for improving reading, including asking for educated guesses at unknown words and reading with children while holding the book so that children can see the words. (DF)

Examines the relationship between reading ability and home environment to determine what variables most accurately predict reading achievement. Finds that the father's education level, the amount of reading done to children before school entry, and the variety of print materials read in the home are highly significant predictors of reading…

Provides guidelines for using action (pop-up) books of rhymes and tales to help children develop prereading skills and a sense of story structure. (AEW)

Examines the nature of power over literacy (such as knowledge of print conventions, and experiences of participation in reading and writing activities) which children often possess when they begin school. Discusses ways in which teachers sometimes interfere with this power and how they can, instead, enhance it. (MM)