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)

Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (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)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

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)

Discusses the importance of preschool literacy training. (FL)

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)

Reports findings of a study of current practices in kindergarten programs showing that teachers seldom use test results to adapt instruction to individual needs. (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)

Stresses the importance of reading aloud to children. Notes several keys to the success of reading aloud. Shares success stories from several reading aloud programs. Answers potential objections, from skeptical parents, to reading aloud. (MG)