Intended for administrators and reading teachers, this book deals with the issues about reading that seem to be the most common causes of concern. The topics discussed are the following: a general approach to the teaching of reading, ways to involve parents with reading, a prereading program, the organization of a reading program, the process of…

Until recently, kindergartens were designed to foster a positive attitude toward school and provide a well-rounded development through the use of suitable play, art, and social activities. Unfortunately, many kindergarten programs have begun to rely on inappropriate materials and techniques taken from formal first-grade programs. Such programs…

Two instructional strategies stress effective reading during science instruction at the middle grade level. One uses print material for enrichment, while the second uses print as the primary instructional medium. Teachers can help students get ready to read in content areas by stimulating their interest in a variety of ways: capitalizing on chance…

A study investigated the kinds of questions children ask as they encounter written language. Data were gathered over a 7-month period for two boys, one approximately 4, the other approximately 2 years of age. Two types of observation sessions were used: formal story reading times that were audiorecorded, and informal situations where the…

Minority children need broad experiences basic to literacy development that narrowly conceived curricula cannot provide. Parent interactions and first school encounters can provide daily experiences with print, writing, and stories. The time the teacher takes to involve parents in programs for minority children, by explaining activities that can…

The rich oral language experiences given children in Russian preschools and primary schools accounts for their subsequent success in reading. (JH)

The third year assessment (1975-1976) of the Massachusetts Right to Read Effort consisted of evaluations from participants in regional training workshops and from local school systems. Generally favorable reaction to the program was noted, although the local school systems noted some weak areas. As a result of these and other evaluations, fifteen…

This study compared reading readiness profiles of 232 first graders with the reported norms of a decade ago. It is suggested that children are currently entering first grade with greater competencies in understanding language, percieving visual similarities and differences, and comprehending basic number concepts than was the case a decade ago.…

This report describes the comparisons of three groups of 1976-77 kindergarten students in the Seattle, Washington public schools: (1) early entrants who were screened by the Student Services Office; (2) early entrants admitted by school principals; and (3) a random sample of non-early entrants. The groups were compared on the basis of teacher…

This booklet presents a summary of South Carolina's utilization of Title I funds during the years 1976-1980 and identifies those specific projects exhibiting the greatest gains in terms of student achievement during fiscal year 1980. A series of tables show the impact of Title I in the areas of: (1) state allocation of funds; (2) number of…

This study examined the effect(s) of rhyme on the recognition and recall of story events by 32 nursery school children at the University of Maine Child Study Center. Although subjects reported liking stories better when they were presented as nursery rhymes rather than prose passages, recognition of story events was significantly higher for prose…

A READING PROGNOSIS TEST TO MEASURE FUTURE ABILITY, BASED ON PRESENT SKILLS AND KNOWLEDGE, OF CHILDREN FROM DIFFERENT SOCIOECONOMIC LEVELS WAS CONDUCTED. IT SOUGHT TO AVOID TWO MAJOR SHORTCOMINGS OF STANDARDIZED READING READINESS TESTS (1) THAT CHILDREN OF LOW SOCIOECONOMIC LEVEL WERE INCLUDED IN THE NORMS AND THEREFORE SCORES OF THESE CHILDREN…

THE OBJECTIVES OF THE PROGRAM WERE TO PROVIDE OPPORTUNITIES FOR THIRD AND FOURTH GRADE STUDENTS WHO HAVE POTENTIAL IN TERMS OF MENTAL ABILITY AND BEHAVIORAL STABILITY, AND TO CLOSE THE GAP BETWEEN THEIR RETARDED READING AND LANGUAGE DEVELOPMENT AND REASONABLE GRADE EXPECTANCY. REMEDIAL READING TEACHERS WERE ASSIGNED TO TWO PROJECT SCHOOLS, EACH…

THE EXPERIENTIALLY POOR CHILD WHO HAS HEARD LITTLE ADULT CONVERSATION DIRECTED AT AND FOR HIM IS ILL-PREPARED FOR BEGINNING READING. HIS LEARNING ACTIVITIES SHOULD BE PLANNED TO INCLUDE EXPERIENCE, REAL AND/OR VICARIOUS. BEFORE HE IS INVOLVED WITH THE SYMBOLIC REPRESENTATION OF THE SPOKEN OR WRITTEN WORD. THE CHILD SHOULD HAVE DEVELOPED STRONG…