After a review was made of the literature related to early identification of reading problems, a battery of diagnostic tests was constructed of receptive and expressive language elements assumed necessary for success in reading. After pilot work and revisions, the battery (PDQ) was administered to 916 entering kindergarten pupils by their…

Examines the relationship of television viewing to prereading and reading skills, and suggests ways parents and teachers can encourage reading readiness. Some methods integrate reading and television viewing. (RH)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

This handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Sections of the handbook discuss reading readiness, word recognition, word analysis; word meaning, comprehension, and content area reading. The handbook also offers brief biographies of Jeanne Chall, Theodore William…

Works of art can be a valuable tool for teaching reading skills, such as visual discrimination, language experience, word recognition, vocabulary, reading comprehension, and other language arts skills. Classroom activities based on art work are described. Sources of art reproductions are noted. (PP)

The first of a series providing reviews, syntheses (empirical and rhetorical), and reports of reading research, the chapters in this volume treat the question, "What does a child have to know (or be able to do) in order to learn to read?" The book begins with an in-depth logical analysis in historical perspective of the concept of reading…

To provide a scholarly basis for justifying and implementing a parent involved reading program, this annotated bibliography provides a review of the literature that helps to clarify the role of the parents, teachers, and administrators in reading progress; gives suggestions regarding the way parents can help their children in reading; and compiles…

THE MADISON, WISCONSIN, CURRICULUM GUIDE FOR THE TEACHING OF READING AND LITERATURE IN KINDERGARTEN THROUGH GRADE SIX IS DIVIDED INTO THREE PARTS. PART 1 CONTAINS THE MADISON POINT OF VIEW CONCERNING READING AND LITERATURE IN THE ELEMENTARY SCHOOLS, AND PROVIDES FLOW CHARTS TO HELP THE TEACHER PERCEIVE THE TOTAL READING AND LITERATURE PROGRAM.…

Seventeen instruments were used to provide the answers to the design and evaluation questions for the 1979-80 ESEA Title I regular program in the Austin (Texas) Independent School District. In the final technical report, a separate appendix for each instrument includes a description of its purpose, procedure, and results as related to specific…

The described inservice teacher education materials are designed for elementary teachers and school administrators interested in learning to observe and interpret behavior patterns involved in the development of reading skills. The scope and sequencing of topics in this learning module are outlined as well as the activities and resources involved…

The Child Parent Education Centers, funded through Title I of the Elementary Secondary Education Act of 1965, are administered by the Chicago Board of Education in areas characterized by a high density of low-income families. Approximately 2100 children, ages three through nine, are enrolled in the 11 centers which offer up to six years of…

The activities and skills in this guide are designed to improve the listening skills and spoken language of the preschool and primary grade child. Divided into two sections--reading readiness and the reading process--the guide provides skills, suggested activities, and evaluation criteria and methods for teaching listening, speaking, the thought…

This book was written to answer the questions most frequently asked by teachers who need information and suggestions in specific areas of reading. The material is organized in three main sections: readiness and beginning reading, intermediate reading, and reading for the academically or culturally different child. Each section includes study…

Analyzes transfer of language skills from Shona to English in rural primary schools in Zimbabwe to determine appropriate time for introducing reading in English. Analysis of data indicated little evidence of transfer of language skills between languages and suggests a delay in the introduction of L2 reading. (Author/LMO)

Describes inadequate home literacy experiences of three children, noting that the home expects the school to educate the child and the school expects certain prerequisites of the home, but neither is aware of the other's expectations. Exhorts schools and teachers to communicate better the parents' role in early literacy education. (HTH)