Considers the nature of joint (parent-child) pre-school activities in the home, and their potential to contribute to the development of early reading skills. Assesses children on various aspects of phonological awareness, and their receptive vocabulary and short-term memory. Finds that children who engaged in a variety of pre-school, parent-child…

Early language competence in preschool relates both directly and indirectly to elementary school reading in both 1st and 3rd grades. Further, comprehensive language skills are more strongly related to early reading than are vocabulary scores alone. In response to a challenge by S. A. Bracken (2005), the current article reaffirms the National…

The purpose of this study was to measure the gains that culturally different 4-year-old children made in reading readiness activities and the acquisition of a sight vocabulary when exposed to an extensive prekindergarten reading intervention program. The subjects of the study were selected initially from a group of volunteer families. The subjects…