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…

The purpose of this research was to determine the effectiveness of the Frostig Developmental Program of Visual Perception in effecting gains in reading readiness scores and perceptual motor ability with kindergarten students and reading achievement scores and perceptual motor ability with grade one students. High, middle and low groups in both…

The purpose of this study was to devise a simple instrument that could be helpful in predicting reading success by classroom teachers and school administrators who are not experts in the field of reading. The subjects, 190 randomly selected first graders, were given "Alphabet" and "Numbers" of the Metropolitan Readiness Tests and "Information" and…

Learning music can help children with reading readiness and beginning reading skills. (MKM)

Word-learning and reading-readiness tasks administered to inner-city kindergartners indicated that readiness skills included both a general skill that predicted success for both sight-word and sound-symbol methods of instruction and other specific skills which predicted success for only one method of instruction. (AA)

Suggests that the most important factor in a child's learning to read is an environment (ideally in the home, but also in the school) which fosters reading for enjoyment. (JM)

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

To answer the question of how phonemic awareness works to facilitate reading acquisition, this paper explores the fundamental connection between phonemic awareness, the alphabetic principle, and phonics in learning to read. The paper undertook a literature review to prove that phonemic awareness is an essential element in the path to literacy. It…

Discussion and results of a study made to indentify and quantify the reading interests of preschool children. (RB)

Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)

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

Reviews research discussing early writing and invented spellings of young children as indicators of their readiness to learn to read and write. (MKM)

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)

Describes recommended procedures for assessing reading readiness and the teaching of beginning reading for three- and four-year-old children. (Author/MP)