Part 1 describes a followup study of the effects of three types of beginning reading programs on reading achievement of second graders predicted by pretests as likely to have difficulty learning to read. Forty first-grade classrooms participated, 10 classes for each treatment. All treatment A classes received instruction using the basal program.…

School children (N=218) who have not yet attained moderate reading fluency were tested for their awareness of a fundamental relationship between our writing system and speech: that the sounds of speech are represented in writing. Children were shown a long and short word written on a card (e.g., mow and motorcycle), and asked which word…

The present study was developed in order to help clarify some issues concerning the "at home" or "early entry" effect upon the child's development. The special problems that this study identified as valuable in the child's development were reading readiness and emotional "well-being". Five groups of young children matched for age, socioeconmoc…

The films in this catalog are available for sale or rent from Learning Corporation of America. For elementary grades, films are available for use in the language arts and social studies classes. For junior and senior high, college, and adult courses, films are listed for instruction in art, music, and dance; environmental studies; United States…

The Hartford Public School District has set up and is maintaining three Intensive Reading Centers, each of which provides a 10-weeks reading program for first graders. The purpose of the program is to improve the reading achievement of disadvantaged children. Children in groups of 10 or 11 move from teacher to teacher at 50-minute intervals. They…

An individualized, nongraded Title III/ESEA reading program to be used with children at kindergarten through third-grade levels has been developed at Moreland School in Moreland, Idaho. Using team teaching and individual and small group instruction, the program seeks to develop in the child prereading experiences, language experiences, expanded…

This study investigated the predictive value of certain tests in relationship to first grade reading success. The Metropolitan Readiness Test, Naming Letters Test, Light Response Test, and Matching Symbol Test were administered to 70 first grade students during the first two weeks of school. The Teacher's Reading Readiness Rating Scale was filled…

This book is a compilation of articles that are related to reading instruction. The materials covered in the seventeen chapters are: "Perspectives on Reading,""The Psychology and Psycholinguistics of Reading,""Reading Readiness,""Beginning Reading,""Measuring Reading Outcomes and Determining Needs,""Grouping for Effective Reading…

This index is a listing of those articles from "Elementary English" which are of interest to teachers and researchers working in the varied areas of reading. The citations are organized into categories which are familiar to those educators, and the detailed Table of Contents serves as a subject index to the volume. An author index is also…

Argues that structured reading programs, workbook pages, and drills do not alone provide an adequate basis for beginning reading instruction and suggests that experiences, knowledge, and other environmental factors ensure success in reading. (HOD)

This research review identifies parental roles and practices that have been shown to promote reading readiness, receptivity to reading instruction, and increased achievement in reading. Reviews studies of intervention and involvement programs designed to expand or alter parental practices in improving children's reading attitudes and achievement.…

Noting that all parents want the best school experience for their children, this booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent…

Indicates that while middle-class preschool children may not have fully developed concepts of linguistic terms used in an instructional setting and may not be able to indicate word-by-word matching of spoken and written words, they do have a functional concept for the purpose of reading and writing. (FL)

Research indicates a strong relationship between early phoneme awareness and later reading success and the benefits of explicitly teaching phoneme awareness skills. This article presents a set of developmental phoneme awareness training activities that the special educator can integrate collaboratively into existing kindergarten and first-grade…

This article focuses on competencies needed for children's transitions from preschool special education programs to the primary grades, with a focus on literacy-rich classroom environments. The competencies concern: readiness to maximize academic achievement, social skills, and appropriate responsiveness to various instructional styles and new…