Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)

TO TEST THE ASSUMPTION THAT THE READING PROCESS IS A NATURAL EMERGENCE OF LANGUAGE DEVELOPMENT, A HYPOTHETICAL STRUCTURE WAS DEVISED TO RECAPITULATE THE PROCESS THAT IT IS ASSUMED THE CHILD GOES THROUGH. EACH OF 25 PRINTED WORD SYMBOLS WAS PRESENTED IN THE FOLLOWING ORDER--(1) A PHOTOGRAPH OF THE SYMBOL IN ITS NATURAL SETTING, (2) A DRAWING OF THE…

Semi-structured interviews were conducted with 68 first graders to identify what ideas young readers hold about the reading process. Specifically, the study questioned whether good and poor readers held the same views about how they learned to read, what they and others did as they read, their reading ability, and why people read. The responses of…

With practical applications for parents and teachers, this book uses diary entries, tape recordings, and videotapes made by the child's mother from a researcher's perspective to chronicle a child's reading and writing development from birth to age three. The introduction provides an overview of how children learn to talk, read, and write;…

Documents how a preschool child learns to read. Identifies what teachers need to know if they are to continue the reader's own discoveries and delight in language. (EL)

Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)

Focusing on research about children's acquisition of reading and spelling skills, this paper discusses the larger picture of reading acquisition, issues addressed by research, and results of this research. The paper cites numerous studies on the subject, including studies on whether environmental print experiences enable young children to process…

This report gives a history of the 1979-80 segment of a continuing project that is designed to provide a theoretically based description of children's transition from prereading to reading, along with tools that teachers may use to assess children's emerging literacy abilities. The first chapter provides an introduction to the project, while the…

Based on the thesis that reading is not a passive process by which readers soak up words and information from the page, but an active process by which they predict, sample, and confirm or correct their hypotheses about the written text, this book is an introduction to the theories of the psycholinguistic nature of the reading process and reading…

Focusing on the not-yet-conventional ways in which young children write and read--their nature, contexts, and significance for continuing literacy development, this book presents the perspective that children's early reading and writing behaviors are not pre- anything, but are integral parts of an incipient language process. Following an…

The reports of research in this monograph reflect 18 years of observation of the behaviors of children learning to read in New Zealand schools. The first section of the monograph urges teachers to look more closely at language behaviors in their classrooms to see how children go about the tasks set before them. The second section reports on…