Research on reading readiness is listed in two sections: Part 1, 1950 to the present, and Part 2, 1900-1949. Within each section citations are alphabetized according to author's last name and are followed by a descriptive abstract in Part 1 and a brief annotation in Part 2. A broad definition of reading readiness ranging from maturation as a…

Contending that language is the single greatest block to developing a deprived Hispano child's full learning potential, this primary teacher proposes a re-examination of reading readiness procedures at the K-3 level. She maintains that disadvantaged children are not non-verbal, as they are often mis-categorized, but have tremendous difficulty…

Evaluates the effectiveness of two dissimilar programs, SAPA and the First Talking Alphabet (FTA), upon the acquisition of reading readiness skills of kindergarten pupils. Compares the effects of four different programs (SAPA, FTA, an informal language development program, and a control) on the reading readiness of kindergarten pupils. (GA)

Discusses the maturational, behaviorist and cognitive or psycholinguistic views of reading readiness. Describes a teaching strategy of "assisted reading," derived from the cognitive, psycholinguistic view. (BF)

Results of this study showed that the high intralist-similarity groups required more learning trails but demonstrated greater word-recognition skills than the low intralist-similarity groups regardless of whether pretraining was used although discrimination pretraining did increase the rate of learning in beginning reading. (TO)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Argues that teachers should apply the same techniques to teach expository writing in social studies textbooks as they do with teaching children's literature. Presents four activities that can be used in whole class and small group instruction. Provides examples and a 13-item bibliography of more information. (CFR)

This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

This annotated bibliography of currently available reading measures was compiled from the holdings and references of the Educational Testing Service Test Collection. Included are those instruments designed in total or in part to assess reading skills or to diagnose reading difficulties of students in grades 4-6. Information about these tests was…

The literature concerning the appropriateness of 9 norm-referenced survey achievement tests for use with Mexican American migrant students in grades 1 through 7 in Texas is reviewed in this report, which provides an evaluation of each test by the Center for the Study of Evaluation. The report provides the following information for each test: (1)…

Describes how instruments for testing early reading development of children are designed and applied. Oral reading errors made by two children at different stages of reading proficiency are described and implications for teachers of reading are discussed. (Author/DB)

Results from reading tests and demographic variables indicated that knowledge about books and print conventions is strongly related to reading achievement, and is predictive of comprehension involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a…

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)

Researches a basal reading and a language arts method of teaching reading, advancing the possibility of using reading readiness instead of intelligence tests to predict later reading achievement. (RB)

A list of 26 books used with children throughout the elementary grades to engage them in numerous ABC activities. (Author)