This study was concerned with the investigation of those factors or combinations of factors which are predictive of success in reading under four methods of teaching beginning reading. The total population of 114 kindergarten children in a semirural, middle-class city in the Southwest were selected for the study. It was concluded that the most…

A laboratory and a classroom study were conducted to determine if verbal association learning would be facilitated by visual discrimination training. Kindergarten children who could not recognize the letters used were the subjects for both studies. In the laboratory study, 90 subjects were randomly assigned to the experimental group (E) which got…

The purpose of this study was to determine if (1) kindergarten reading readiness can be enhanced by differentiated instruction in visuo-motor (V-M) skills, (2) the Gesell Developmental Placement Examination is effective for inter-class grouping, and (3) developmental growth can be accelerated with differentiated instruction in V-M skills.…

Three instructional approaches have worked well in increasing reading fluency of students with reading difficulties: previewing; hypothesis/test training; and repeated readings. However, it is crucial that students also receive instruction in reading comprehension. (CB)

Several reading readiness activities developed in a class on teaching reading are explained in detail. The article shows how these activities can be adapted by the foreign language teacher for use in FLES classes. (CHK)

Briefly lists the stages of early language development, compares normal with abnormal language development, and explores characteristics of language impaired school age children. Specific diagnosis and teaching examples are also provided. (TO)

Argues that phonemic awareness in young readers may be knowledge that is constructed in the unique situation of trying to match speech to an alphabetic orthography. Stages of learning about print, teaching children about written language, and the roles of alphabet recognition and perceptual-motor skills in learning to read are discussed.…

Describes questions, games, and activities which promote critical reading as early as kindergarten by encouraging critical thinking. (MM)

Children are ready to learn to read when they are young and enjoy learning to read when they understand each step in the reading process, so that their cognitive growth is significatnly stimulated. This book presents the structural approach to teaching both reading readiness skills and reading and points out that teachers and parents must…

READING ABILITIES OF PRIMARY CHILDREN WITH VISUAL PERCEPTION PROBLEMS WHO WERE TAUGHT BY CONVENTIONAL METHODS WERE COMPARED TO THE ABILITIES OF CHILDREN GIVEN SPECIAL TRAINING DESIGNED TO IMPROVE FAULTY OR IMMATURE VISUAL PERCEPTION. ONE CONTROL GROUP PARTICIPATED IN SPECIAL ACTIVITIES SUCH AS PICTURE COLORING AND THE OTHER CONTROL GROUP RECEIVED…

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…

In order to achieve literacy, children must have mastered the decoding and encoding processes of the language of instruction. Usually this has been accomplished long before the child enters school. However, if the child's language is atypical for any reason, such as cultural or linguistic factors, then the acquisition of literacy requires a…