Results of research reports can be interpreted to suit personal prejudices, say the authors, since many research studies are not carefully reported. (Authors/MB)

Argues that structured reading programs, workbook pages, and drills do not alone provide an adequate basis for beginning reading instruction and suggests that experiences, knowledge, and other environmental factors ensure success in reading. (HOD)

Addresses attitudes toward reading resulting in beginning reading instruction in the kindergarten and preschool curriculum. Argues that previously accepted notions of the necessity of reading readiness are no longer viable and encourages home and classroom support for the acquisition of reading abilities through written and oral language. (DST)