This report, the sixth in a series developed by the Education Commission of the States (ECS) examining the impact of the No Child Left Behind (NCLB) Act 2001, discusses Reading First, which replaces the Reading Excellence Act. The report states that Reading First, a voluntary program, aims at having all children achieve reading proficiency by the…

Article asks how will the transition of learning one language and the spelling appropriate to it be applicable to skill in a second language. (RK)

In one Oswego, New York school, a study showed no significant differences in spelling or spontaneous writing for children taught different alphabets in beginning reading. (DR)

Offers three ideas for classroom activities in a "dip-and-save" format: (1) introducing formal map study in the third and fourth grades, (2) teaching reading readiness to prekindergarten and kindergarten children, and (3) teaching plant propagation and care in first through sixth grades. (RH)

A cognitive theory of readiness is offered as a possible explanation of the learning problems of learning or reading disabled secondary students. A discussion of the implications of the theory for secondary content area reading is included along with a model for implementation of the readiness components. For related information see EC 132…

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…

Suggests activities that can assist in learning how to develop hypotheses. (HOD)

This study examined the validity of letter-name fluency and nonsense word fluency (NWF) measures as indicators of early reading skill with 39 kindergarten children who were tested again in first grade. Evidence supportive of validity was found for both measures, with NWF receiving the strongest support and both fluency measures more sensitive than…

Examines reading-attainment data from 2,583 children around 5 years old in their first year of school in Edinburgh, Scotland. Finds best predictor of attainment at the end of the year is attainment at the beginning of the year. Other variables such as free school meals and special needs had significant explanatory power. (Contains 16 references.)…

This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did significantly better in reading than those who received no instruction. (SH)

Forty-seven children (ages 4-6) with language handicaps were assigned to receive training in 1 of 3 categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Subjects made significant progress in each experimental category but demonstrated little or no generalization within a category or between categories.…

Reviews six models of prereading programs for developmentally delayed adults: readinglike behavior, picture reading, global features of books, print in the environment, labeling, and rebus symbols. (SK)