As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read programs, this manual is designed to provide pertinent information regarding young children and reading. It covers such topics as the skills necessary for reading acquisition, how children acquire these skills, and the importance of…

A pre-reading program for visually handicapped children who are potential braille or large print readers was developed and field tested with 20 students and 11 teachers. The program was designed to teach basic reading readiness concepts at the preschool, kindergarten, or primary grade level. Instructional objectives were developed for each of ten…

Twenty-four matched pairs of culturally deprived first grade children were divided into an experimental and control group to investigate the effect of special reading instruction on the reading ability of these children. The teacher who administered this special instruction was considered very competent, and the instructional content, although not…

This study was initiated both to follow up an earlier investigation and to gather additional descriptive data regarding the relationship between the Prereading Skills Program and the Word Attack area of the "Wisconsin Design." Four Wisconsin schools participated. In this study, kindergarten students who had completed one year of…

Statistics from research studies indicate that boys have more difficulty than girls in learning to read. As a result, changes being made in the educational system are aimed at adapting early instruction to the individual needs and capacities of boys as well as girls. This booklet focuses on past research on sex differences in reading achievement,…

The purpose of this book is to provide the special educator and the general educator with a basic reference tool concerning the slow learner and the reading problem. The text is divided into two sections. The first section, "An Overview of Selected Factors Relative to Reading and the Slow Learner," includes six chapters that discuss selected…

THE MAJOR OBJECTIVE OF THIS STUDY WAS TO TEST THE NULL HYPOTHESES THAT THERE WOULD BE NO SIGNIFICANT DIFFERENCES IN THE CHANGE IN READING ACHIEVEMENT LEVEL OF SEVERAL VARIED GROUPS OF PUPILS. THE MEASURE OF READING ACHIEVEMENT WAS THE METROPOLITAN READINESS TEST. THE MINIMUM ACCEPTABLE CONFIDENCE LEVEL WAS .05. SEVERAL CONCLUSIONS WERE REACHED.…

Reports on a study to ascertain whether or not the ability of kindergarten children to segment oral language into separate words increased when they had used the Modified Rebus Reading Readiness Program (uses pictorial representatives of words) instead of a traditional reading readiness program. Significant differences did appear. (TJ)

Kindergarten children who were taught in a structured, sequential program achieved significantly more than kindergarten children taught the regular curriculum. (WY)

This document reports on the effects of an integenerational program which was conducted to involve senior citizen volunteers with preschool children in a university day care setting. The primary emphases of the project were to enhance the children's reading readiness and foster a mutually beneficial relationship between seniors and children.…

Project Solid Start was designed to test the hypothesis that a carefully structured, integrated, and intensive program reinforcing the regular first grade curriculum in all aspects of the language arts would significantly reduce the numbers of children experiencing delay, difficulty, and failure in the acquisition of reading and writing skills.…

This elementary reading curriculum guide is designed to provide a well-rounded program of reading instruction and includes the following components: a philosophy of elementary education, behavioral objectives, and characteristics of children of age 5 through age 15. The bulk of the document consists of plans which describe appropriate activities…

An attempt to build on oral language programs--such as the language experience approach--by adding a written language component and a phonics component, to make transition to reading more meaningful and reading skill development more systematic, was undertaken in the study described here. The program, called DIREKT, was conducted by two…