Concludes that potential users of the Clymer-Barrett Readiness Test should exercise caution in drawing inferences or conclusions about children on the basis of anything other than raw score data associated with the measure. (FL)

The No Child Left Behind Act of 2001 (NCLB) is the most significant and controversial change in federal education policy since the federal government assumed a major role in American education almost four decades ago. In many ways, it is the most startling departure in federal educational policy in American history. It is hard to imagine that…

Examines the role of early reading instruction on the nonword reading strategies employed by beginning readers. Describes how three groups of children were following either: the Early Reading Research project; the National Literacy Project; or usual classroom practice. Suggest that early reading instruction does have a significant impact on early…

Links current research on effective reading instruction with current theory and research on school governance and reform, beginning with an overview of historical approaches to reading curriculum and instruction and presenting current research on effective early literacy practices for K-3 students. Concludes with a discussion about school…

This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement…

Decoding unknown words when reading text is a necessary tool of skilled readers. Beginning readers need repeated opportunities to develop decoding ability. We investigated whether explicitly teaching essential components of beginning reading instruction promoted first graders' skill in decoding pseudowords. We employed a multiple- baseline design…

"Sound Foundations," a literacy curriculum designed to teach phonological awareness to preliterate children, focuses exclusively on phoneme identity (that is, different words can start and end with the same sound). It works from the principle that phonemic awareness is necessary but not sufficient to reading, which depends on the…

This pamphlet (Practitioner's Guide), in both an English version and Spanish version, is intended for parents of precocious readers. Research facts on early reading are briefly summarized. Implications for the classroom and home are offered and include a discussion of early school entrance, principles of reading instruction, and ways the parent…

This article reviews the literature and practice (especially in New Mexico) concerning reading instruction of gifted children. It considers early or "precocious" reading, instruction in the early grades, and identification of the gifted in New Mexico. Reading teachers in New Mexico are urged to be aware of specific conflicts in the area…

The author attempts to develop a theory of learning to account for complex human learning using early reading as an example. (HMD)

This project report describes pilot programs of the Ames Community School District for two school years, 1973-74 and 1974-75. The purposes of the pilot programs were to ascertain whether objectives were met, to consider the appropriateness of activities and materials, to determine the validity of the test measure, to assess the degree to which…

Research on reading readiness is listed in two sections: Part 1, 1950 to the present, and Part 2, 1900-1949. Within each section citations are alphabetized according to author's last name and are followed by a descriptive abstract in Part 1 and a brief annotation in Part 2. A broad definition of reading readiness ranging from maturation as a…

This 34-item annotated bibliography was compiled to help professional educators decide whether reading should be taught in kindergarten and, if so, how the instruction should be conducted. The references include varying and even opposing points of view. The authors of the articles are teachers, administrators, professors, and researchers. (TO)

This book is aimed primarily at assisting parents, nursery school teachers, and kindergarten teachers with teaching their children to read prior to beginning first grade. The preface, "The When, Who, Why, What, and How of Early Reading Instruction," discusses the preliminary aspects of early reading instruction and provides background information.…

Describes approaches to involving parents in reading programs. (MKM)