Outlines the story of one first-grade student's successful struggle with learning to read. (MD)

Explains the origin and use of reading expectancy formulas and examines to what extent different formulas can actually predict reading achievement. (AEA)

Discusses Jean Piaget's information-processing model of cognitive development. (FL)

Offers guidelines in such areas as reading readiness, use of tests, organizational patterns, and the goals of reading instruction, as well as counseling principals on what they can do personally to improve a school's reading program. (IRT)

A review of reading research supports the notion that providing opportunities for children to develop rich experiences prior to beginning reading is essential. Further, there are definite links between these experiences and the development of cognitive structures that provide the basics for comprehension. (HOD)

Children's communicative competence is essential and predictive of their success in school. However, in England in recent years we have faced particular challenges inculcating this understanding into primary and early years teachers' practice. Furthermore, some studies have raised concerns about children's communicative competence on school entry.…

Forty children with an average age of four years three months, did computer-presented reading-readiness activities under different pre-activity and feedback conditions. Overall it was found that children responded significantly better when an introduction to the story preceded computer activities and when active feedback for incorrect responses…

Nonverbal and verbal forms for various classroom activities are a large and important part of what children learn in school. This article focuses on the relationship between two aspects of group storyreading--the nonverbal "looking-like-readers" and the verbal "talking-like-readers." (CB)

Parents can help young children learn to read or become better readers. Activities designed to be done at home each evening are suggested to teach and reinforce beginning reading skills. (MT)

Proposes a variant of the language experience approach in which teachers provide simple models of repetitive sentences about an interesting object. (FL)

Describes several techniques that enable parents to prepare their preschool children for the actual process of learning how to read that they will encounter when they enter school. (FL)

Social development is an important and integral part of reading readiness; the reading teacher must be aware of the social skills needed for productive growth in reading and the techniques involved in developing them. (HOD)

Concludes that, while art activities can be defended as a way of adding variety or diversion in the teaching of reading, the proposition that they have a direct and positive influence on children's learning to read cannot be supported. (GT)

Examined the ability of 10 4-year olds to generate and identify themes by relating text to life experiences and identifying with the feelings of characters. The children could not generate theme statements after they heard the story, but could talk about thematic elements and identify an appropriate theme statement from choices offered. (SH)

Reports on a pilot program for developmental placement in Brevard County, Florida. Discusses various aspects of the program, including teacher education, student screening, parent involvement, cost, and program evaluation. Asserts that developmental placement aids students' academic progress. (MM)