Suggests that readiness is less a function of teacher activity than of student activity and orientation. Recommends that the teacher make sure the student is interested, has a good learning set, and has an adequate experiential background. Bibliography. (RW)

Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)

Reading readiness should be an integral part of the learning process. Social studies must extend throughout the K-12 curriculum and should not be deferred or trivialized until students learn to read. Lists the efforts of the National Council for the Social Studies to strengthen the elementary social studies curriculum. (CS)

Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (FL)

Three tests were conducted to contrast the ability of bilingual and monolingual children to label and relabel objects. The findings show that bilingual subjects were significantly better than monolingual subjects, supporting the view that preschool bilingual education stimulates children's cognitive development, and enhances their self-concept.…

Examined the relationship between cognitive style and reading readiness in 104 kindergarteners before and after a visual discrimination treatment designed to modify conceptual impulsivity. Correlations were also obtained between errors and latencies on the Matching Familiar Figures Test and performance on the Metropolitan Readiness Test. No…

Indicates that a relatively small percentage of the gifted preschool population actually starts to read before starting kindergarten. (Author)

When kindergarten, second-, and fourth-grade children judged and repeated sentences that varied grammatically, the older children produced more accurate judgments, but no age differences were noted for repetition. Unbiased judgment accuracy correlated with prereaders' reading readiness scores, providing evidence for the relationship between the…

Reviews research discussing early writing and invented spellings of young children as indicators of their readiness to learn to read and write. (MKM)

Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)

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)

Presents results of two experiments which measured difficulty of learning vowel and consonant sounds and revealed significantly more correct responses for consonant sounds than for vowel sounds. (JM)

Posits that alphabet books might be one connection between success in phonemic awareness tasks and high levels of alphabet knowledge. Gives three treatments to different groups of prekindergartners. Finds that all groups gained in print concept and letter knowledge, but the conventional alphabet group gained most in phoneme awareness. (PA)

A group of 30 nonreading kindergarten children who received 7 weeks of instruction in phoneme segmentation and letter names/sounds were assessed on segmentation and reading measures. They outperformed a language activities group, which received instruction in letter names/sounds and additional language activities, and a group receiving no…