In this study, one hundred 3- to 5-year-olds were selected for reading instruction during regular 12- to 30-minute periods for 4 to 6 months. The program was ordered to establish a high level of sustained daily control over the attentional and motivational processes of the children. Learning tasks were designed to facilitate the child's grasp of…

The following modules are contained in this module cluster on the advanced teaching of reading developed for the Camden Teacher Corps project: a) Examining Readiness Materials, Observation of Readiness Programs and Practices, b) Teaching a Reading Readiness Lesson, c) Examining Materials for Beginning Reading Instruction, d) Observation of…

The question of whether children should be taught to read before first grade has long been discussed, but never settled. As the educational level of the people and the demands of industry increase, the rate of functional illiteracy also rises, provoking criticism of school programs and creating a need to find new ways of dealing with the problems.…

Prompted by Piaget's suggestion that there might be qualitative differences in the thinking processes of children who read well as compared with those who read poorly, this study investigated the mental operations of multiple classification and class inclusion as possible characteristics required for a child to abstract and modify efficient…

The importance of parents reading to their preschool age children is stressed.

Annotates a number of books that can help teachers demonstrate for young children the importance of reading. (FL)

Considers how children's vocabulary develops in reading contexts. Focuses on the role of independent reading as one of the major factors influencing vocabulary growth. (AEW)

Describes children's process of constructing their own knowledge by going through one level after another of being "wrong" and relates this process to reading. Describes six strategies children invent and discusses implications for teaching. (AS)

Discusses research supporting the connections between (1) early reading proficiency and listening to literature at a young age and (2) the nature of children's interactions with books before they read and later reading achievement. Indicates that story telling in the classroom represents a critical link between literature and literacy. (JD)

Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)

Discusses the importance of preschool literacy training. (FL)

Describes ways that both parents and teachers can instill a love of reading in children. (FL)

Early readers came from higher socio-economic levels and smaller families, their mothers had more education, they spent more time in sedentary activities, and they received a variety of kinds of help. (Authors)

Evaluates some of the 100 different teaching approaches to beginning reading and reading theory. (Author/RB)