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)

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)

Examines various explanations for the lack of reading problems in Japan, including the nature of the Japanese written language, the interest of Japanese parents in teaching young children to read, the different perceptual processes involved in reading Japanese, and the quantity of Japanese publications suitable for preschool children. (FL)

Noting the increasing number of students who cannot read, this book shows parents, educators, caregivers, policymakers, and others how to promote the reading success of young children. It focuses on children from birth through the first 5 years of formal schooling, and includes practical guidelines, program descriptions, advice on resources, and…