Three scanning/encoding training conditions were compared with a control condition in transfer tasks involving learning and recognizing six minimally contrasting, single-syllable word-like forms. The scanning/encoding treatments failed to differ from the controls in prereading kindergarteners, which was attributed to the difficulty of the transfer…

This study was designed to determine the relationship between sex, race, and the vocabulary development of kindergarten children essential for readiness to read. Fifty-one kindergarten children (twenty-nine males and twenty-two females) from Texas public schools were given the Peabody Picture Vocabulary Test and the vocabulary subtest of the…

Three hundred and fifty-three Pittsburgh school children were randomly assigned to nine classes taught by the basal approach and nine classes taught by the integrated experience approach. Five readiness measures were administered at the beginning of the first grade, and the Stanford Achievement Test was given in May of first, second, and third…

The Distar I Reading, Language and Arithmetic programs were used with two first grade classes. The Distar II programs were used with two second grade classes. One first grade Distar class appeared to make some progress in oral language. Comparison of the first grade Distar classes with a first grade control class that used a Scott-Foresman basal…

The effects of a prescribed, sequential program of reading and mathematics readiness activities were investigated in an experimental study of 229 middle-class kindergarten children. Eight of 16 kindergarten classes received the experimental treatment for six months; the other eight served as a control group. Readiness tests were given before and…

The relationship between level of cognitive functioning at the beginning of first grade and level of reading achievement at the end of first grade was investigated in a sample of 325 children. The EITS Concept Assessment Kit-Conservation was used to classify the children as being in the preconceptual stage, the intuitive stage, or the concrete…

A study was initiated with 60 blind children (kindergarten through grade 2) in order to validate the order of a sequence of tactual discrimination tasks leading to the use of braille and the Optacon. Ss were tested with tasks designed for the readiness level (discrimination of large solid geometric shapes, flat puzzle pieces, embossed dot…

A sample of 310 Canadian kindergartners were interviewed on (1) recognition of reading/writing acts, (2) concepts of reading/writing purposes, (3) concepts of printed material's features, and (4) visual perception. Part 4 scores were nearly perfect. Ascendingly, parts 1, 2, and 3 were found increasingly difficult. Concludes teachers should…

Supports the view that letter-name knowledge aids the child in learning to read. (RL)

Three types of metalinguistic awareness and their relation to socioeconomic status, vocabulary, reading readiness skills, and reading acheivement were longitudinally studied in a sample of 40 kindergartners and 43 first graders. The three metalinguistic tasks were highly interrelated until the effects of oral language comprehension or vocabulary…

Discusses ERIC resources on the ways reading teachers can work with parents to enhance school age children's literacy in the home. (HTH)

Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)

Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize…

Acquiring literacy is one of the most important elements in building a foundation for success in education and life. This study describes a program that was implemented from January through May, 2001, for improvement in phonological awareness, alphabetic awareness and reading readiness skills through explicit instruction of phonemic awareness with…