Describes the development of one child's awareness of print and the stages he passed through while learning to read from birth to age two. (FL)

Asserts that the concept of developmental appropriateness is often a trap for poor children who lack opportunities to explore written language and literary understandings. Argues that the individual and variable development of children is an opportunity for teachers to personalize instruction. (PRA)

Concludes that potential users of the Clymer-Barrett Readiness Test should exercise caution in drawing inferences or conclusions about children on the basis of anything other than raw score data associated with the measure. (FL)

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)

Annotates a number of books that can help teachers demonstrate for young children the importance of reading. (FL)

Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)

Discusses the importance of preschool literacy training. (FL)

Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

Explains some of the objectives for a pre-first-grade reading program, describes what children know about oral and written language before they come to school, expresses some professional concerns about pre-first-grade reading programs, and offers recommendations for improvement. (HOD)

Enumerates ways to help early readers without negatively affecting their development in other areas, such as: (l) providing an atmosphere rich in environment print and positive role models, (2) using encouragement rather than praise as a means of reinforcing their progress, (3) exhibiting respect for the child, (4) eliminating criticism and…

Details events from the experiences of two young children as they learned written language. Concludes that children need to have a say in why and what they are reading. (FL)