This article discusses ways of diagnosing reading problems in children and the means of correcting them. (JD)

Argues that an essential factor in becoming literate is young children's developing an understanding of the registers of written language. Examines the reading-like behavior of a prereading kindergartner. (AEW)

Explains how to administer and score a test of early spelling ability, how to assess what the test revealed at the beginning of the school year about 26 first graders' knowledge of the function of letters in written language, and how to use that information in "natural" writing projects. (HOD)

Early reading for deaf and hearing-impaired children using the natural reading method inspired by Doman is advocated. The Doman method is described. What educational research on deaf and hearing-impaired children says concerning the process of reading acquisition is discussed. (RM)

This practical guide to teaching reading offers activities to teach reading readiness and mathematics. It also discusses the reasons for reading to children, teaching phonics, and using the basal reader. The section on reading readiness focuses on the importance of such skills, and specific reading readiness skills such as visual discrimination,…

This study describes a program designed to increase student background knowledge in order to improve reading comprehension. The targeted first grade class is located in a Midwest, middle class, metropolitan community. More than half of the school's population is identified as low-income. Evidence for the existence of the problem was obtained…

Cites lack of effective programs in reading readiness and decline of teacher-parent relationship as two major reasons for the discontent that has caused communities to reject bond issues, and outlines some steps that could be taken by administrators and teachers to help regain the public's sagging confidence. (Author/EA)

Describes use of a layperson's library to provide books for parents to help them learn new concepts and methods for interacting with their children, as well as providing reading-readiness skill development. Discusses how this library can be a catalyst for promoting teacher counselor collaboration and counselor parent relationships. (RC)

Concludes that cognitive development tasks may primarily evaluate reading readiness and suggests that proficient readers are particularly sensitive to semantic text cues. (FL)

Supports the theory that poor school achievement by many minority group children is related to the nature of teacher-pupil classroom interaction and describes a new construct, the balance of rights in speaking and turntaking between teacher and students. (AEA)

A sample of 176 first-grade children was tested on the Metropolitan Readiness Tests, 1976 Edition (MRT), during the initial month of school and was retested eight months later on the Stanford Achievement Test. Results demonstrated substantial validity of the MRT for predicting first-grade achievement. (Author/CTM)

Examines the relationship between reading ability and home environment to determine what variables most accurately predict reading achievement. Finds that the father's education level, the amount of reading done to children before school entry, and the variety of print materials read in the home are highly significant predictors of reading…

Reading readiness is defined, and the assessment of emergent literacy is discussed. An informal Reading Readiness Inventory is proposed to provide a profile of students' specific strengths and weaknesses at the beginning levels. The assessment comprises such subtests as oral cloze, sound/symbol relationships, and instant recognition of high…

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

The relationships between emergent literacy skills and phonological awareness in preliterate children are examined, and a developmental model for facilitating literacy development is presented. Suggestions for enhancing metaphonological skills and a checklist for the early identification of young at-risk children are offered. (Author/DB)