Children begin school with some very basic ideas about written language and reading. The first is that of sign and message. That a graphic representation, a "sign," conveys meaning is an early and easy concept for children that stems from their visually attending to print in their environment. The realization that spoken language can be written down signifies the attainment of the concept of "message." As children progress, their writing begins to look more like adult representations. They also develop the concept of "directionality," that letters and print move from left to right, and from top to bottom of the page. Once children begin to combine letter forms into single words and groups of words, it becomes necessary for them to adapt to the requirement that a space distinguishes between words. Parents and teachers who help children develop these ideas about written language are also helping them develop skills for beginning reading. Parents should provide preschool children with opportunities to enhance their awareness of print in their environment and with a variety of activities that allow practice of print. Teachers can further children's experimentation with written language by providing a school atmosphere that is conducive to spontaneous writing activities. Children who are able to produce a written message that is recognizable as such to an adult have mastered a very important concept in learning to read--they have established the relationship between oral and written modes of language and have acquired the knowledge that what they want to say can be written down and read by them and by someone else. (HTH)