Early reading intervention is crucial to ensure all students develop strong foundational literacy skills for academic and lifelong success. This Spotlight will help readers investigate the benefits of tutoring on early reading skills; identify how to build students' reading stamina; gain insights into knowledge-building curricula; review the…

An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had…

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The "Handbook" examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts,…

The purpose of this study was to examine a model of early reading acquisition that hinged on a phenomenon seldom explored in beginning reading research: a child's concept of word in text. Previous research in early literacy acquisition has centered on the role phonological awareness--the ability to consciously attend to and manipulate the sound…

An extensive research base on beginning reading acquisition and reading difficulties, developed over the past few decades, has important implications for the teaching of reading. Unfortunately, much of this research does not appear to be reaching teachers, whose knowledge is essential for scientific findings about reading to benefit children. This…

This study was concerned with assessing both prereading and reading activities on the kindergarten level. A questionnaire survey was made of selected aspects of the content and conduct of the kindergarten prereading and reading programs in school districts throughout the state of California. The questionnaire used consisted of three parts: Part 1…

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

From among the papers the author has presented at various conferences and the articles she has written for different journals, nine were selected to form this book. They are all concerned with beginning reading, and each forms a chapter of the book. Chapter one, "Approaches to Beginning Reading in Great Britain," discusses background…

Children probably begin to read from the moment they become aware of print, and the roots of reading are discernable whenever children strive to make sense of print. (JH)

This biliography contains annotations of publications relating to theory, research, and practice in early reading (reading prior to the time a child begins attending school). The 142 annotations are listed under the following headings: comprehensive studies, theoretical issues, pedagogical issues, empirical issues, reviews, and bibliographies. (RL)

Research on reading readiness is listed in two sections: Part 1, 1950 to the present, and Part 2, 1900-1949. Within each section citations are alphabetized according to author's last name and are followed by a descriptive abstract in Part 1 and a brief annotation in Part 2. A broad definition of reading readiness ranging from maturation as a…

This 34-item annotated bibliography was compiled to help professional educators decide whether reading should be taught in kindergarten and, if so, how the instruction should be conducted. The references include varying and even opposing points of view. The authors of the articles are teachers, administrators, professors, and researchers. (TO)

Demonstrates the positive effects of instruction using environmental print to stimulate print awareness in preschool children. (FL)

Twenty-six articles and books, both pro and con kindergarten reading instruction, are selected to encourage objective consideration of the wisdom of early reading instruction, at least for some children. Research reports, descriptions of kindergarten programs, and studies of various aspects of readiness, ranging in date from 1937 through 1965, are…

Some of the research dealing with pre-first-grade reading is discussed in relation to an experimental program with four-year-olds and pre-first-grade reading. The author states that little factual information exists for this topic and the majority of existing reports deal primarily with Head Start. Some of the shortcomings of reports on early…