The effects of the use of traditional series readiness workbooks and subsequent delay in beginning reading instruction on reading achievement at the middle and end of first grade were investigated. Fifty-seven percent of the children in a suburban school district used traditional readiness workbooks and of the remaining 43%, some used non-series…

A Canadian study designed to develop a reading readiness battery which would include proven types of prereading measures and newly conceived predictors is discussed. The goals of the study were to identify and develop indexes of reading readiness for the child's concept of the reading task, his perceptual ability, his linguistic competence and his…

TWO LONGITUDINAL STUDIES OF THE EFFECTS OF EARLY READING ON LATER ACHIEVEMENT ARE REPORTED. EARLY READERS ARE CHILDREN WHOSE READING WAS THE PRODUCT OF NONSCHOOLING, WHO IDENTIFIED 18 OUT OF 37 WORDS ON AN ORAL TEST, AND WHO COULD ACHIEVE A RAW SCORE ON THE GATES PRIMARY READING TESTS. THE 1958 STUDY TESTED 49 EARLY READERS OVER A 6-YEAR PERIOD…

THIS MANUAL FOR TEACHERS OF YOUNG EDUCATIONALLY DISADVANTAGED CHILDREN CONTAINS SPECIFIC DIRECTIONS FOR CONDUCTING NUMEROUS READING GAMES AND ACTIVITIES. IT OUTLINES ACTIVITIES FOR IMPROVING THE CHILD'S VOCABULARY, LISTENING POWER, PRONUNCIATION, SPELLING, AND OTHER READING READINESS SKILLS. (LB)

Materials are suggested for facilitating braille reading readiness of blind children. Four critical areas are addressed and materials offered for each: auditory discrimination, tactual discrimination, language development, and concept development. (CL)

Results indicated that normal-language children responded meaningfully to print settings that contained reduced nonprint cues while language-disordered Ss did not. General language ability was correlated with print awareness, but knowledge of specific oral lexemes was not necessary for accurate print responses. Parent questionnaire data suggested…

Reading and number readiness activities are presented. (DB)

In this article the author argues that the new "brain glitch" research is theoretically, empirically, and conceptually deficient. The author states that claims about the results of brain imaging studies constitute an ideological barrier to a sounder understanding of the connections between brain activity and learning to read. This work is a danger…

THE RELATIONSHIPS BETWEEN PREREADING MEASURES OF AUDITORY DISCRIMINATION AND READING ACHIEVEMENT AT THE END OF FIRST GRADE ARE REPORTED. DATA WERE GATHERED ON 632 PUPILS IN THE MINNEAPOLIS PUBLIC SCHOOLS WHO WERE ADMINISTERED SEVEN TESTS OF AUDITORY DISCRIMINATION SELECTED FROM PUBLISHED READING READINESS TESTS AND A GROUP INTELLIGENCE TEST AT THE…

Swedish children, who receive extensive readiness activities in their first months in school, are taught through a diagnostic approach which involves observation, diagnosis, and treatment of difficulty by the classroom teacher. Results of a 6-year longitudinal study of the system revealed (1) the degree of success achieved by a program of remedial…

THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES, A TEST DESIGNED FOR CHILDREN AGED 3-9, IS OF VALUE TO THE KINDERGARTEN OR FIRST-GRADE TEACHER IN DIAGNOSING FOR THE PURPOSE OF REMEDIATION, ESPECIALLY IN COMMUNITIES WHERE DISADVANTAGED AREAS EXIST. FROM ITS USE, THE TEACHER CAN DETERMINE BACKGROUND INADEQUACIES, DIFFERENCES BETWEEN THE LEVEL OF A…

This paper contains a critical evaluation of the research conducted by O.L. Davis and Carl Personke on the use of reading readiness tests in English and Spanish for Spanish speaking elementary school pupils. Davis and Personke indicated that, when Spanish speaking first graders were tested in both English and Spanish, most of the differences were…