This book is written for kindergarten teachers who are interested in acquainting children with reading, in developing skills in preparation for formal reading, and in guiding those who already can read or who wish to learn to read. Five chapters give the teacher a general structure and specific suggestions for helping children with reading:…

This teacher's manual is designed to help teachers organize primary level reading instruction according to the particular skill being taught and to integrate lessons from several different sources. Skills are suggested for instruction, and directions and examples are given to aid the teacher in selecting lessons from different reading program…

This discussion of methods, experiences, and theory provides educators and parents with an approach to learning to read that emphasizes learning to think and becoming a functional reader who can enjoy using this skill throughout life. Included are simple, inexpensive suggestions for improving reading, such as more attention to regular school…

THE EXTENSION OF THE CONCEPT OF READINESS INTO EDUCATION EARLIER IN THIS CENTURY RESULTED IN STUDIES WHICH CONCLUDED THAT CHILDREN ARE NOT READY TO READ UNTIL A MENTAL AGE OF 6.5. BUT ACTUAL RESEARCH ON PRESCHOOL READING WAS, AS OF 1957, EXTREMELY LIMITED. TWO LONGITUDINAL STUDIES WERE UNDERTAKEN TO REMEDY THIS LACK. BOTH STUDIES SOUGHT TO…

This book discusses a plan for "learning to read through experience." It is a plan for developing reading ability as an integral part of the development of all the communication skills. It is intended to build on and to continue to provide individual experiences for each child while increasing the common group experiences. Although the plan…

The purpose of this publication is to show parents how they can facilitate their children's growth in reading. Section one suggests numerous parental activities to aid children's reading growth, such as reading to children, talking and listening to them, giving them responsibilities, and building a reading atmosphere at home. Sections two and…

Twenty-nine kindergarten children judged to have weak or inadequate psychomotor abilities affecting their acquisition of written language participated in a psychomotor training program. The program used rhythmic, optic, phonemic, kinesthetic, and melodic exercises to attempt to facilitate the children's language acquisition and thus to improve…

Reading requires the synthesis of auditory and visual skills and therefore involves almost all of the brain. Stages of reading include prereading skills (requiring an adequate spoken vocabulary), the ability to name letters and pictures, good memory for spoken sentences, and manual dexterity in copying patterns. Learning to read involves the…

This study describes and tests the aptitude treatment interaction (ATI) approach to reading. The rationale which forms the basis of ATI--pairing student to method--evolved from the works of Piaget and other psychologists whose studies focus on the general, and cognitive, development of children. From these studies, it was determined that…

Part 1 describes a followup study of the effects of three types of beginning reading programs on reading achievement of second graders predicted by pretests as likely to have difficulty learning to read. Forty first-grade classrooms participated, 10 classes for each treatment. All treatment A classes received instruction using the basal program.…

The Hartford Public School District has set up and is maintaining three Intensive Reading Centers, each of which provides a 10-weeks reading program for first graders. The purpose of the program is to improve the reading achievement of disadvantaged children. Children in groups of 10 or 11 move from teacher to teacher at 50-minute intervals. They…

An individualized, nongraded Title III/ESEA reading program to be used with children at kindergarten through third-grade levels has been developed at Moreland School in Moreland, Idaho. Using team teaching and individual and small group instruction, the program seeks to develop in the child prereading experiences, language experiences, expanded…

This book is a compilation of articles that are related to reading instruction. The materials covered in the seventeen chapters are: "Perspectives on Reading,""The Psychology and Psycholinguistics of Reading,""Reading Readiness,""Beginning Reading,""Measuring Reading Outcomes and Determining Needs,""Grouping for Effective Reading…

Argues that structured reading programs, workbook pages, and drills do not alone provide an adequate basis for beginning reading instruction and suggests that experiences, knowledge, and other environmental factors ensure success in reading. (HOD)

Noting that all parents want the best school experience for their children, this booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent…