This module is designed to prepare the teacher to facilitate reading readiness in children under six years of age. Section 1 provides basic information on reading readiness: (1) an ontogeny for reading from 18-72 months of age; (2) a list of learner outcomes for reading readiness and outcomes related to other areas of perceptual motor, language,…

Concludes that those taught feature analysis did not excel in naming letters but did differ significantly in the kinds of errors made. (RB)

To provide the very young deaf child with a background that will ensure success in reading, it is not necessary to have a formal reading program in the preschool. (Author)

THE EFFECTIVENESS OF TWO TRAINING METHODS TO FOCUS ATTENTION ON THE CRITICAL FEATURES OF LETTER-LIKE FORMS WAS STUDIED. SUBJECTS WERE 32 KINDERGARTEN PUPILS. SIX NONSYMETRICAL, STANDARD LETTER-LIKE FORMS AND FOUR TRANSFORMATIONS, CONSISTING OF RIGHT-LEFT AND UP-DOWN REVERSALS, 180 DEGREES AND 90 DEGREES ROTATION, WERE USED AS STIMULI TO LEARNING.…

Reviews some of the research on the effectiveness of direct versus incidental instruction of beginning reading. (MKM)

Proposes a variant of the language experience approach in which teachers provide simple models of repetitive sentences about an interesting object. (FL)

Describes several techniques that enable parents to prepare their preschool children for the actual process of learning how to read that they will encounter when they enter school. (FL)

Expresses a joint statement of concerns about present practices in pre-first grade reading instruction and makes recommendations for improvement. Guidelines and recommendations are the result of a collaboration among six national organizations. (KS)

Blind adults with language deficiencies often can learn enough braille to be able to use it for self-communication. Although the manuals of instruction commonly available are not adequate for everyone, individualized plans for teaching braille can be adapted to meet specific needs. Such plans should have a strong readiness program to teach proper…

This study surveyed all-day and half-day Ohio kindergarten teachers regarding their reading or reading readiness instructional practices. First grade teachers in the same schools assessed the preparation and experiences of their incoming students. A Chi Square analysis comparing all-day and half-day programs revealed more areas of similarity than…

An effective tool for motivating children to read and for reinforcing their reading skills, creative drama includes all forms of improvised drama--dramatic play, pantomime, puppet shows, and story dramatization--and all four of the major language arts--listening, speaking, reading, and writing. The use of creative drama activities lets children…

The purpose of this study was to identify, from the literature, those factors--prescribed to be important in determining readiness to begin a formal reading program--which were perceived to be affected by working with the child in a teaching situation. A questionnaire listing the factors was submitted to the 162 participants who were asked to rank…

The model delineates a structure for summarizing the dimensions of a developmentally oriented prereading program. The structure provides a guide for planning the curriculum so that parents and teachers can arrange experiences that will help children develop higher levels of representation and more complex language structures, and extend their…

Describes recommended procedures for assessing reading readiness and the teaching of beginning reading for three- and four-year-old children. (Author/MP)