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Assessment of Pre-Reading Skills: A Review of Frequently Employed Measures
Peer reviewed Peer reviewed
Pikulski, John J. – Reading World, 1974
Reviews several instruments frequently used in evaluating a pre-first grade child's readiness for learning to read with the focus on the extent to which published research has raised or resolved questions regarding the use of these instruments. (TO)
Descriptors: Beginning Reading, Prereading Experience, Preschool Children, Reading Readiness
An Information-Processing Model of Cognitive Development.
Peer reviewed Peer reviewed
Cleland, Craig J. – Reading World, 1980
Discusses Jean Piaget's information-processing model of cognitive development. (FL)
Descriptors: Children, Cognitive Development, Cognitive Processes, Learning Theories
Learning to Read: Piagetian Perspectives for Instruction.
Peer reviewed Peer reviewed
Cleland, Craig J. – Reading World, 1981
Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Concept Formation, Decoding (Reading)
A Piagetian View of Reading Readiness
Peer reviewed Peer reviewed
Freeman, Evelyn B.; Wolfgang, Charles H. – Reading World, 1978
Suggests that Piaget's theoretical perspective on children's developmental stages may provide insight into ways to help children who are not succeeding in formal reading instruction. (TJ)
Descriptors: Beginning Reading, Developmental Stages, Learning Theories, Primary Education
Language Development and First-Grade Reading Achievement.
Peer reviewed Peer reviewed
Garman, Dorothy – Reading World, 1981
Examines the relationship between syntactic maturity of oral language and reading achievement of first-grade students and compares this aspect of language competency to several traditional factors of reading readiness. (FL)
Descriptors: Beginning Reading, Grade 1, Language Acquisition, Oral Language
Schemata: Its Role in the Early Reading Process of Children.
Peer reviewed Peer reviewed
Kak, Anita V. – Reading World, 1980
Describes a study of 16 kindergarten children--eight good prereaders and eight poor prereaders--designed to determine if there were relations between reading skill and the processing of distinctive features of patterns. Concludes that both pattern classification and feature processing appear to be involved in early reading skills. (TJ)
Descriptors: Kindergarten Children, Pattern Recognition, Primary Education, Reading Processes
Assessing the Beginning Reader's "Concept of Word."
Peer reviewed Peer reviewed
Morris, Darrell; Henderson, Edmund H. – Reading World, 1981
Describes a procedure for assessing a beginning reader's knowledge of the spoken word/written word match in reading. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Concept Formation, Early Childhood Education
Language, Linguistics, and Reading
Peer reviewed Peer reviewed
Blanton, William – Reading World, 1971
Descriptors: Disadvantaged Youth, Language Acquisition, Linguistics, Phonics
The Ability of Kindergarten Children Having Completed a Modified Rebus Reading Readiness Program to Segment Oral Language into Words
Peer reviewed Peer reviewed
Begy, Gerald L.; Cahill, Kathy – Reading World, 1978
Reports on a study to ascertain whether or not the ability of kindergarten children to segment oral language into separate words increased when they had used the Modified Rebus Reading Readiness Program (uses pictorial representatives of words) instead of a traditional reading readiness program. Significant differences did appear. (TJ)
Descriptors: Beginning Reading, Cognitive Development, Kindergarten Children, Language Patterns
The Impulsivity-Reflectivity Dimension of Cognitive Style
Peer reviewed Peer reviewed
Readence, John E.; Searfoss, Lyndon W. – Reading World, 1976
Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)
Descriptors: Beginning Reading, Cognitive Style, Conceptual Tempo, Literature Reviews
Language Tests and the "Disadvantaged" Reader
Peer reviewed Peer reviewed
Fowles, Barbara R.; Kimple, James A., Jr. – Reading World, 1972
Descriptors: Auditory Discrimination, Cognitive Ability, Cultural Differences, Environmental Influences
Early Reading in Japan.
Peer reviewed Peer reviewed
Sheridan, E. Marcia – Reading World, 1982
Examines various explanations for the lack of reading problems in Japan, including the nature of the Japanese written language, the interest of Japanese parents in teaching young children to read, the different perceptual processes involved in reading Japanese, and the quantity of Japanese publications suitable for preschool children. (FL)
Descriptors: Comparative Analysis, Cultural Differences, Cultural Influences, Developed Nations