Discusses the practice of listening to children read aloud as a method of improving reading skills. Demonstrates that the phenomenon is not a simple, fixed treatment to be assessed on limited dependent variables. Concludes that in current evaluations there is insufficient analysis of the practice to do justice to possible effects and to help…

Three experiments using beginning readers of Dutch (seven and eight years old) as subjects provide evidence that visually recognizing the unique graphemic structure of words is important in word identification, even in early stages in learning to read. Results are discussed regarding the importance of building accurate graphemic entries in the…

Concludes that potential users of the Clymer-Barrett Readiness Test should exercise caution in drawing inferences or conclusions about children on the basis of anything other than raw score data associated with the measure. (FL)

Children probably begin to read from the moment they become aware of print, and the roots of reading are discernable whenever children strive to make sense of print. (JH)

The No Child Left Behind Act of 2001 (NCLB) is the most significant and controversial change in federal education policy since the federal government assumed a major role in American education almost four decades ago. In many ways, it is the most startling departure in federal educational policy in American history. It is hard to imagine that…

The emphasis on reading in a Miami elementary school curriculum is having a good effect in lessening the amount of dropouts. (GB)

Uses a case study to illustrate a problem-solving model of educational decision making. The model uses measures to provide a local normative context to monitor progress and to evaluate the effects of interventions. Demonstrates the linkage between assessment information and educational decisions, and discusses indicators of basic early literacy.…

Considers the nature of joint (parent-child) pre-school activities in the home, and their potential to contribute to the development of early reading skills. Assesses children on various aspects of phonological awareness, and their receptive vocabulary and short-term memory. Finds that children who engaged in a variety of pre-school, parent-child…

This study contrasted and compared the extent to which phoneme and rhyme-based skills and letter-sound knowledge predicted 4- and 5-year-olds' performance in the analogy task and in a test of single work reading. Findings suggested that the balance of skills that children drew upon was determined by the demands of the task. Findings pose…

Outlines 26 activities to help parents develop informal learning experiences which foster an interest in reading, including bookmaking, grocery shopping, read aloud sessions, and zoo trips. (MM)

Provides background on cuing systems that children use in reading. Suggestions for parents on helping children learn to read are offered; the importance of reading to children is emphasized. Several resources for parents are recommended. (Four references) (MES)

Examines the role of early reading instruction on the nonword reading strategies employed by beginning readers. Describes how three groups of children were following either: the Early Reading Research project; the National Literacy Project; or usual classroom practice. Suggest that early reading instruction does have a significant impact on early…

Documents the wide gap between current research on early literacy development and various guidelines and tools for assessing variations in preschool program quality, reviewing three position statements as to their changing treatment of literacy and comparing them to various guidelines, criteria, and tools for assessing the quality of early…

Links current research on effective reading instruction with current theory and research on school governance and reform, beginning with an overview of historical approaches to reading curriculum and instruction and presenting current research on effective early literacy practices for K-3 students. Concludes with a discussion about school…

This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement…