Discusses some of the common explanations for the effects of story reading at home upon children's later reading achievement, and offers an alternative explanation along with implications for classroom practices. (CM)

The author discusses the processes by which children learn to read and how the natural sequence of learning may be used to improve reading instruction. (JD)

Examines the history of preschool reading instruction, what researchers recommend, and what is actually happening in preschools, then asks whether reading should be taught to young children. (FL)

Structured overviews can help students and teachers to clarify objectives in content reading. (KS)

This book discusses the background and origins of reading problems, including poor reading instruction and frustrations of different instructional methods. The book presents a complete method for teaching basic skills needed in reading. Part 1 (What Every Parent Should Know about Learning To Read) contains the chapters: "Does My Child Have a…

Kindergarten children received prereading instruction based on a code systems approach. Results suggest that: (1) kindergarten children can learn the concepts and vocabulary of code systems; and (2) such instruction is related to their perception of the nature and purpose of reading and can be incorporated into existing kindergarten programs. (PP)

Sixty second grade students participated in an investigation of the usefulness of an instructional technique, "story impressions," for improving readers' processing of unfamiliar narratives. Both above- and below-average readers in the story impressions group answered more postreading test questions correctly than did students who only read the…

Argues that teachers should apply the same techniques to teach expository writing in social studies textbooks as they do with teaching children's literature. Presents four activities that can be used in whole class and small group instruction. Provides examples and a 13-item bibliography of more information. (CFR)

This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

One approach to preparing kindergarten children for beginning reading combines a meaningful print environment with active student involvement in the learning process. The environment of the classroom from the beginning exposes children to meaningful printed words and symbols. Children use name tags not only for identification but also as a way for…

The status of reading readiness practices in kindergarten and first grade was investigated in this study. A questionnaire based on reading readiness research was mailed to kindergarten and first grade teachers in randomly selected school buildings. Frequency of reading readiness practices utilized were tabulated and percentages determined. A…

The purpose of this investigation was to determine the effect on first-grade reading achievement of completing a program designed to teach the names of the letters of the alphabet before beginning formal reading instruction. Information was sought on the differential effect of this program on either boys or girls of different levels of…

For very young children, scribbling with a pencil and attempting to form letters to convey messages is often a significant prelude to early reading progress. (JD)

Results from reading tests and demographic variables indicated that knowledge about books and print conventions is strongly related to reading achievement, and is predictive of comprehension involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a…