Two distinguishing characteristics of early readers are superior sound blending and visual memory skills. (RB)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Argues that there is more to background experience than general knowledge--that concepts of print, language, story structue, and of reading's usefulness are equally important in developing early reading skills. (FL)

Reveals that traits associated with early readers from low socioeconomic backgrounds are similar to traits associated with early readers from higher socioeconomic levels. (FL)

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)

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

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