An interview with David Olson concerning his current research on the relation between the oral conversational language of preschool children and the formalized language of written texts. (RAE)

Investigates how preschool children gain understanding about the functions of print in order to determine if there are trends in children's processing of print functions that can be identified and used to gain insight into the process. (FL)

Describes several techniques that enable parents to prepare their preschool children for the actual process of learning how to read that they will encounter when they enter school. (FL)

Discusses five studies of early reading which suggest that oral language does not necessarily have to precede reading and that if both are learned at the same time they enrich the child's total language base. (DD)

Compared neuropsychological functioning and home environment of early readers (N=21) to control nonreaders (N=21) by administering a neuropyschological test battery to children and a brief questionnaire to parents. Found early readers demonstrated superior functioning only on one left frontal measure and on right hemisphere measures. Only…

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Discusses the results of recent research concerning the effects of bilingualism on the development of preschool children and explains how early bilingual education greatly enriches a child's personality cognitively, linguistically, affectively, socially, and morally. Claims it is possible and beneficial to offer young children the opportunity to…

Simultaneous and successive processing and language development were compared to the early reading behaviors of 64 children, ages 4 through 6 years. Three standard instruments were administered; a multiple linear regression analysis demonstrated that language development and simultaneous processing made greater contributions to early reading…

Examines (using a variety of measures for assessment) the development of print awareness in urban, Black preschool children of a wide age range enrolled in a day-care setting. Finds that Black children prior to kindergarten entry have begun to acquire some concepts about written language. (MM)

Noting that in the beginning stages of reading it is helpful for children to be surrounded by the written word and to be read to by adults, this article offers brief encapsulations of and responses to five articles about beginning reading and reading readiness. The five articles are as follows: (1) "Three-Year-Olds in Their Reading Corner" by…

Recounted in these two very brief papers are ways a mother arranged the home environment to teach basic skills to her 2-year-old child while enabling her daughter to play in a constructive way. The first paper focuses on learning colors and letters, storyreading at bedtime, and beginning reading activities when the child started to speak.…

Emphasizes the importance of a child's home life in developing positive attitudes toward reading, presents 6 suggestions educators might use to foster the school/home partnership in reading development, and offers 21 suggestions for assistance and advice that educators can give to parents about their role in reading development. (FL)

Children probably begin to read from the moment they become aware of print, and the roots of reading are discernable whenever children strive to make sense of print. (JH)

Considers the nature of joint (parent-child) pre-school activities in the home, and their potential to contribute to the development of early reading skills. Assesses children on various aspects of phonological awareness, and their receptive vocabulary and short-term memory. Finds that children who engaged in a variety of pre-school, parent-child…

Provides background on cuing systems that children use in reading. Suggestions for parents on helping children learn to read are offered; the importance of reading to children is emphasized. Several resources for parents are recommended. (Four references) (MES)