This paper, presented at a 1976 conference on the theory and practice of beginning reading instruction, introduces the theory that reading development occurs in stages patterned after Piaget's cognitive development stages. The stages include the prereading stage (until the age of six years); the decoding stage (first/second grade); the stage of…

Kindergarten teachers should be concerned with the development of the child physically, psychologically, and socially. The development of readiness for reading should be part of the child's day-by-day activities in the kindergarten. Structured prereading activities should be conducted in informal, game-like ways. They should involve the active…

THIS STUDY EVALUATED THE EFFECTS OF A BASAL READER PROGRAM, A MODIFIED LINGUISTIC APPROACH, AND A LINGUISTIC READER PROGRAM AS MEASURED BY THE READING ACHIEVEMENT OF 469 CHILDREN IN 21 CLASSES AT THE END OF FIRST GRADE. ACHIEVEMENT COMPARIONS WERE ALSO MADE ON THE BASES OF (1) SEX, (2) INTELLIGENCE, AND (3) RELATIONSHIPS BETWEEN READING READINESS…

A volume of "The Dimensions in Early Learning Series," this monograph explores beginning reading. The introduction defines reading, and chapters I and II review reading development and discuss theory and hierarchy of reading development. How to evaluate reading achievement, ways to teach reading, and what parents can do to help are subjects…

This course guide provides a survey of reading instruction and a description of the skills necessary for teaching reading in the elementary classroom. The purpose of the course is to help the student develop into a competent teacher of reading at the elementary school level through a competency-based approach to teacher education. Each…

This selective bibliography is one of nine documents compiled to provide titles and descriptions of useful and informative reading documents which were indexed into the ERIC system from 1966 to 1974. The 131 entries in this section of the bibliography concern reading readiness and are arranged alphabetically by author in one of the following eight…

A program, Individualized Prescribed Instruction (IPI), designed to permit the individualization of elementary reading is described. The program is divided into four stages: prereading, decoding, transition, and skills development and application. The reading curriculum has been developed by sequencing the specific reading skills that need to be…

This book is designed for both preservice and inservice teachers of reading. The contents are divided into nine modules: (1) "Making Your Plans for Reading Instruction," (2) "Helping Children Develop Skill in Phonic Analysis," (3) "Using Principles of Learning to Teach Reading Effectively," (4) "Helping Children Develop Other Word Recognition…

This study describes a program designed at Stanford University in the computer-assisted instruction (CAI) of reading, which has been used by children in kindergarten through grade three. The program is an adjunct to classroom instruction, stressing the decoding aspect of reading and leaving the communication aspect to the teacher. The report…

Describes a project in which parents were asked to write comments about the picture books their children were reading at home. Contains samples of parent comments. (DF)

This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness,…

Offers several suggestions for activities to be used with Big Books, including: tracking print, thinking along, cloze activities, and examining text features. (MG)

Undergraduate education students can often discuss the language experience approach intelligently, listing advantages and disadvantages with ease, but express bewilderment when it comes time in a reading practicum class to actually use the approach with a child. A teaching guide can serve as an aid to those students who have previously studied the…

Four six-year-olds and their mothers were observed during the summer prior to starting first grade in a study designed to expand knowledge of the nature of verbal interactions during book reading. All of the children had some knowledge of letters and were making satisfactory progress in reading. The seven or eight observation sessions were taped…

In the 1920s and 1930s, interpretations of reading readiness held that learning to read occurred at a specific point in cognitive development. Postponement of reading instruction until a child reached this stage of maturity was widely accepted at that time, and throughout the 1940s and 1950s. The 1960s marked a transition period in terms of…