Suggests that Piaget's theoretical perspective on children's developmental stages may provide insight into ways to help children who are not succeeding in formal reading instruction. (TJ)

Presents four letters pointing out design difficulties in the experiments of Morrison, Giordani, and Nagy in their investigation of reading disabilities, memory, and perception. (SL)

Ability to read depends less upon learning isolated, sequential skills than upon the natural desire to communicate beyond the oral level and the opportunities offered by society and environment to develop this ability. (JD)

Five methods of coordinating basal reading instruction with other instruction in grades one and two were compared: spelling words from readers, no formal composition; spelling from lists and spellers, no formal composition; composition related to the readers, no formal spelling; composition not related to the readers, no formal spelling; and no…

First-graders (identified as high-risk for reading difficulties) were taught to read examples of "environmental print" (words on candy wrappers, grocery bags, newspaper advertisements) and were able to identify and write words when logos and supporting detail were removed, indicating that activities using environmental print can…

Reviews studies dealing with dyslexia, reading development, and reading materials and interests. (DF)

Examines comprehension strategies experienced readers use to deal with very difficult text. (HOD)

Discusses efforts at teaching children in kindergarten how to write, indicating that emergent readers can indeed write with scribbles, random letters, numerals, and sometimes words. Discusses their dictation, journal content, writing stages, and developmental trends. (HTH)

Discusses public library rule that requires young children to print their names legibly to qualify for a library card. The case of a scribbling kindergartener, reading and writing readiness, comments on requirement from several children's-services coordinators in public libraries, printing size, skinny pencils, and the parents' ultimate…

Examines four specific areas of reading readiness--visual discrimination, visual memory, auditory discrimination, and auditory comprehension--and reviews teaching strategies in each of the four areas. (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)

Reviews the literature in the Educational Resources Information Center (ERIC) on how television influences the reading behavior of children. (RB)

Based directly on the findings from the National Research Council's report "Preventing Reading Difficulties in Young Children," this guide offers a "checklist" that will help teachers and principals recognize at a glance the key characteristics of quality reading programs identified in the research. The guide does not describe any single way to…

Based directly on the reports of the National Reading Panel ("Teaching Children To Read") and the National Research Council ("Preventing Reading Difficulties in Young Children"), this guide is designed to be an accessible and practical document that delivers research findings about effective reading instruction that may serve as guidelines for…