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)

Indicates that a relatively small percentage of the gifted preschool population actually starts to read before starting kindergarten. (Author)

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)

Reflects on the possible factors that enabled the author's child to learn to read at the age of five. (MKM)

Discusses the importance of preschool literacy training. (FL)

Examines current research concerning various instructional approaches for introducing print related concepts to preschool children. Discusses the nature of preschool literacy skills in light of research findings. Concludes that a whole language approach enhances initial print concepts and develops analytical reading related skills. (MM)

Research shows that kindergarten children can and do learn to read, but many questions about early instruction remain unanswered. (MKM)

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)

Continues the chronicle of the development of a young reader. Details his growth in reading and interests in his third year. (FL)