Children learn to read at approximately the same stage in life as they start to master their physical environment. This article argues that some of the same mapping and schema-building strategies inform each activity, and draws on examples from a broad range of children's books to support the idea that reading fiction and mapping one's local…

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 authors of this article report on a preliminary study of 18, 4- and 5-year-old children, followed by a longitudinal study of 44 children, who were tested in the first, second, and third grades. The children's ability to detect the ambiguity of lexically ambiguous sentences (e. g., "The children saw the bat lying by the fence") and…

Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…