Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.

West Virginia is a nationally recognized leader for its strong commitment to high-quality early learning education programming. West Virginia is one of a very small handful of states in the nation with free, full-day, five-day kindergarten for all children AND voluntary universal pre-k to all four-year-old children (and three-year-old children…

Because of its continued commitment to and investment in high-quality early & elementary learning, West Virginia has established itself as a national leader in the area of early learning. This accolade is not uncommon for West Virginia's early learning system, as West Virginia has a history of leading the nation in early learning and with…

This innovative and practical kit, put together by two well-known specialists in the field of early literacy, contains everything storytime presenters for children from birth to age five and their parents or caregivers need to spread the word about school readiness skills to adult caregivers. The kit includes: (1) An accessible handbook with a…

Substantial research supports the need for early intervention efforts for students at risk for failure. Despite the empirically documented importance of early, explicit reading intervention for students who enter school without critical prereading skills, many kindergarten programs delay intensive reading instruction until later in the year.…

The process of creating handmade books with children is a great way to experience communication through art and words. One of the important literacy skills children need to learn is "concepts of print." These include the basic understanding of what a book is, the ability to recognize the front and back covers, and the capacity to turn the pages…

This book provides educators, parents and caretakers with a variety of instructional strategies for engaging K-8 students. These approaches are designed to enable all students to read easily and enjoyably by utilizing different styles and approaches. The techniques are not generally found in conventional classrooms, but are specifically targeted…

After considering the advent of knowledge about prereading from a longitudinal perspective, this report then reviews the research on preschool children's attempts to read and offers a discussion of cross-sectional research on both prereading and beginning reading. The discussion is organized in terms of three hypothesized strands of prereading:…

Guidelines for parents involved in teaching their children to read are provided in this Australian early childhood resource booklet. Suggestions are offered for introducing words to children, talking to children, and reading to children. Material focused on the topic of learning to read at home is divided into two sections: (1) reading games, and…

This paper discusses the place of reading instruction in the education of brain-injured children and presents some arguments for early reading instruction for children in general. Reading instruction is especially suitable for brain-injured children because reading presents an additional means of stimulating the brain. Meaning is attached to…

The National Early Literacy Panel (NELP) was appointed in 2002 and carried out its work under the auspices of the National Center for Family Literacy (NCFL). NELP's primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. The National Institute…

Defining early reading as reading that occurs prior to the time that a child begins formal schooling, this annotated bibliography contains references on the topic from a variety of sources that include journals, books, conference proceedings, ERIC documents, dissertations, and theses and that represent the research in a number of countries. The…

Activities and teaching methods for involving children (especially young children) in literature are presented in order to establish positive attitudes towards reading. Ideas are provided for use with wordless books, patterned or repetitive books, books organized around a theme, and picture books. The activities, each related to specific…

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)