Describes a radio program offering suggestions to parents for getting their children off to a good start in reading that is broadcast over the American Forces Network in Europe. (TO)

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

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)

Examines the effectiveness of Frostig-Horne and Kephart-Getman techniques and materials in developing the perceptual and motor skills of young children. (TO)

Researches a basal reading and a language arts method of teaching reading, advancing the possibility of using reading readiness instead of intelligence tests to predict later reading achievement. (RB)

Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)

This study, using the Visual Pattern Recognition Test for Prereading Skills, found that beginning readers improve in word recognition if they are given training in identifying essential components of letters. (HOD)

Research indicates that the Wallach and Wallach tutorial reading program for low-readiness first graders which emphasizes phoneme identification skills is effective. (MKM)

Discusses the importance of preschool literacy training. (FL)