Notes that research supports the idea that children are confused about concepts related to beginning reading instruction. Reports on assessment instruments that are commercially available or can be devised by teachers. (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)

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)

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)

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

Numerous studies have linked reading aloud to preschoolers and these children's later success as readers. But some of the parents with whom teachers work, whether they work at Head Start, childcare centers, or primary grades, have limited reading skills. However, the Hispanic, Native American, African American, Irish American, and many other…

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)

Examines reading instruction in the context of Montessori curriculum. Four major areas are explored: (1) goals; (2) identification of landmarks (significant or critical events) in the child's development; (3) enhancement of teachers' responsiveness; and (4) development of relevant skills by creating a supportive physical and psychological…

The concept of scaffolding can be used as a framework to argue that a "rich interpretation" in child language is needed in the area of early literacy learning. Child language is the reading-like text language of "prereading" kindergarten children. Two threads (internal and external) of the scaffolding process have been identified. The external…

A high quality reading readiness program should be available for each student beginning reading. Such a program should be sequential and should emphasize (1) securing the students' interest in reading, and in achieving reading skills, (2) attaching meaning to content being studied in a reading readiness program, (3) providing for each student's…

Refining and better understanding the roles parents, teachers, administrators, and researchers play in helping children learn to process written language is the focus of this book. Part 1 considers the role of the parents and includes the following articles: "Learning to Read: It Starts in the Home" (David B. Doake): "Let's Read…