This paper reports a small scale study which investigated the agreement between two measures of reading and one of receptive vocabulary in a sample of first-year junior pupils. (Author/JDH)

Discusses the concept of "emergent literacy," contrasting this term with the concept of reading readiness. Proposes that a program of kindergarten instruction related to literacy should provide opportunities for children to interact successfully with print. (MM)

Expresses a joint statement of concerns about present practices in pre-first grade reading instruction and makes recommendations for improvement. Guidelines and recommendations are the result of a collaboration among six national organizations. (KS)

Offers three ideas for classroom activities in a "dip-and-save" format: (1) introducing formal map study in the third and fourth grades, (2) teaching reading readiness to prekindergarten and kindergarten children, and (3) teaching plant propagation and care in first through sixth grades. (RH)

A cognitive theory of readiness is offered as a possible explanation of the learning problems of learning or reading disabled secondary students. A discussion of the implications of the theory for secondary content area reading is included along with a model for implementation of the readiness components. For related information see EC 132…

Blind adults with language deficiencies often can learn enough braille to be able to use it for self-communication. Although the manuals of instruction commonly available are not adequate for everyone, individualized plans for teaching braille can be adapted to meet specific needs. Such plans should have a strong readiness program to teach proper…

This study examined the validity of letter-name fluency and nonsense word fluency (NWF) measures as indicators of early reading skill with 39 kindergarten children who were tested again in first grade. Evidence supportive of validity was found for both measures, with NWF receiving the strongest support and both fluency measures more sensitive than…

Examines reading-attainment data from 2,583 children around 5 years old in their first year of school in Edinburgh, Scotland. Finds best predictor of attainment at the end of the year is attainment at the beginning of the year. Other variables such as free school meals and special needs had significant explanatory power. (Contains 16 references.)…

This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did significantly better in reading than those who received no instruction. (SH)

Forty-seven children (ages 4-6) with language handicaps were assigned to receive training in 1 of 3 categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Subjects made significant progress in each experimental category but demonstrated little or no generalization within a category or between categories.…

Reviews six models of prereading programs for developmentally delayed adults: readinglike behavior, picture reading, global features of books, print in the environment, labeling, and rebus symbols. (SK)

Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for 36 primary-grade students over a two-year period. A letter sequences test was found to be the most frequently associated with reading performance. A memory-for-sentences task also showed a significant…

Purpose: Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal…

Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic…

Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)