This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4-5 years, named environmental print (EP), wrote their own name,…

This study examined the differential effects of two components of the Interactive Strategies Approach (ISA) professional development program on outcomes related to teacher knowledge, teacher practice, and student reading achievement. The professional development for teachers focused on word solving skill among struggling first grade readers. The…

Among risk factors associated with reading difficulties, poverty and underdeveloped oral language skills can be particularly detrimental to reading success. The City Early Reading First (CERF) project implemented a comprehensive curriculum, professional development, intensive mentoring, and home supports to enhance children's language, literacy,…

This article focuses on a concept that has rarely been studied in beginning reading research--a child's concept of word in text. Recent examinations of this phenomenon suggest that a child's ability to match spoken words to written words while reading--a concept of word in text--plays a pivotal role in early reading development. In this article,…

Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the…

Attempts to develop a comprehensive analysis of the specific requirements of the early reading task and to identify related competencies. (RB)

Briefly describes the New Approach Method Pre-Reading and Reading program and defends the early reading education of preschool children. (ED)

The author explores the question, Would children learn to read as early as they learn to talk if we let them?'' (Author/SJ)

The role of literature is to help develop the individual and it takes a good book to do this. A poor book takes a child and puts him back a step or two, a mediocre book takes a child and leaves him where he is. (Author/NH)

The author discusses why old classics are not as popular with children today and lists the popular childrens books of now. This change suggests a revamping of required educational reading. Also, a correlation between what is on television and what children read leads the author to conclude that television can function as reinforcement to reading…

The authors have selected over 30 articles which provide an overview of theory, research, and practice in early reading. Resources are divided into the following categories: comprehensive studies, theoretical issues, pedagogical issues, empirical issues, literature reviews, and bibliographies. (SW)

Argues that although Feitelson, Tehori, and Levinberg-Green raise important questions about early education in general and early reading instruction in particular, one major question remains to be answered: What sort of programs should group settings for young children provide? (MP)