Presents evidence that reading can be learned by the same informal and unstructured methods as speech, and calls for a concentration on slow readers. (CRH)

Relates the belief that "shared reading" using big books will provide children with a meaningful introductin to reading. (DF)

This issue focuses on the developmental path that children typically take when learning to read. The purpose is to help parents take steps to ensure that their children will make the transition from learning to read to reading to learn by the end of third grade. An introductory section includes two articles: "Parents, Children, and…

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Organized into five sections, this book discusses how children learn to read and write and provides suggestions for parents on how they can nurture children's growth in these areas. Section 1, "How Children Learn To Read and Write," explains general principles that apply to all early age groups. This section discusses how oral and…

Three psycho-social variables, identified as modeling influences of children's fathers, children's sex-typing of reading, and their judgmental conformity were investigated as possible correlates of reading achievement in grades one, two, and three. The subjects were 226 children from the first, second and third grades, all of whom came from…

Suggests that remedial reading teachers deemphasize skill building in favor of reading aloud to children, replicating the experience of children raised in a book-reading family. (AEA)

This report provides research-based answers to questions about literacy development from infancy to age 6, with emphasis on the development of these skills in precocious readers. The question-answer format considers the importance of reading with young children, other activities to help young children learn to read, normal development of reading…