Concludes that those taught feature analysis did not excel in naming letters but did differ significantly in the kinds of errors made. (RB)

Describes several techniques that enable parents to prepare their preschool children for the actual process of learning how to read that they will encounter when they enter school. (FL)

Describes how to implement the technique called "Read a Book in an Hour" with children at the critical transition stage when they are faced with longer texts and fewer illustrations. Provides a list of books appropriate for teachers who wish to use the technique with upper primary students. (KEH)

Reviews selected instructional procedures in the four reading readiness skills that can be taught and learned: auditory discrimination, auditory comprehension, visual discrimination, and visual memory. Stresses that readiness skills are prerequisite to reading skills. (RS)

Reviews research on children's comprehension monitoring skills. Discusses implications of research findings for the classroom. Describes procedures for assessing children's comprehension monitoring. Outlines how monitoring strategies can best be taught. Discusses children's readiness for monitoring instruction. (RS)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)