Suggests that the most beneficial early reading experiences are those that are informally presented and on topics of personal interest to children. Presents a sequence of activities using children's names that may be used to teach early reading and writing. (ARH)

Describes the elements and application of a teacher-made performance-based assessment tool for teachers of beginning readers or nonreaders. A sample performance assessment checklist is included. (HTH)

Reports research on the influence of parents and the home environment in developing the child's reading potential and describes parent education programs designed to involve the parent in the learning development of the child. (MAI)

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)

Discusses 3 different categories of literacy programs discerned in observations of 37 kindergarten classrooms over an 8-year period: maturationist teachers, basal teachers, and emergent literacy teachers. Provides perceived rationales for the existence of these categories. (SR)

Compares the effectiveness of the Concepts about Print (CAP) Test and the Metropolitan Readiness Test (MRT) in assessing the literacy development of both normal and at-risk primary students. Finds the CAP to be an effective predictor for at-risk children. Finds the MRT not worth the time, effort, and cost of administration. (RS)

Examines the difference between the reading instruction young children receive at home and that which they encounter in grade one. Suggests that teachers integrate some of the strategies used at home into classroom instruction. (AEW)

Lists 10 practical suggestions and literature sources for parents to use with their children, including creating a "reading and writing corner," playing word games such as "pictodictionary," taking children to the library, and using magazines and newspapers as sources of learning material. Lists newsletters, brochures, and…

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

Reviews research showing the positive effects of reading aloud to preschool children in the areas of language development, reading interests, reading and academic readiness, and social attitudes. (FL)

Explores the dilemmas and constraints faced by kindergarten teachers in trying to bridge home and school learning for the early reader. Suggests possible resolutions for teachers to meet the varied needs of kindergarten students. (MG)