A study was made of the research on perceptual-motor development programs and their effect on reading readiness or reading achievement. The selection of 11 studies was based on specific criteria such as a minimal sample size of 40 subjects, an experimental period of at least 18 weeks, and a pretest post-test research design with experimental and…

A total of 39 research studies done during the period 1967 to 1970 are included in this review. Two of these are doctoral dissertations and the others are reported in journal articles. The overall concerns are the young child and elementary school children. The reviewed studies are divided into five categories: Pre-Reading Programs and Activities,…

One-hundred and eight eleventh graders were assigned to three treatment groups: skimming/pretest, skimming/no-pretest, and no-skimming/pretest. Then the pretest groups responded to items in the pretest, while the no-pretest group responded to items unrelated to the stimulus passages. Four weeks later, the skimming groups were asked to skim the two…

This pilot study addressed tension and anxiety states that may accompany reading readiness training in the kindergarten. Seventy-two children (36 boys and 36 girls) were randomly selected from three urban elementary schools. Six kindergarten classes were included, representing: (1) 2 classes conducting systematic reading programs; (2) 2 classes…

This bulletin is a compilation of papers dealing with the role of perceptual functions in reading and reading difficulties that were delivered at the 1966-67 Convention of the International Reading Association. Various sections are devoted to discussions of and reports of research on such matters as the auditory and visual modalities in reading,…

The articles contained in this volume were selected to support and strengthen the concept of individualized instruction through diagnostic teaching. The book is divided into six major parts, each of which is preceded by a brief overview that emphasizes the main tenets advanced by the authors of the individual articles. The six major divisions of…

A study conducted with 17 experimental and 17 control kindergarten classes of Mexican-American, Black, and Other White children of varied academic achievement socio-economic background attempted to determine whether training in pre-reading skills would improve test scores in beginning reading. While children in the control groups experienced the…

This study sought to determine whether it is possible to predict at the end of kindergarten those pupils who will not succeed in achieving stipulated norms for reading in the first grade, and if a summer intervention program could contravert predicted reading failure. Failure was identified as a score below the 25th percentile on the Stanford…

After a review of the research related to the feasibility of initiating reading instruction before first grade, kindergarten curriculum guides from l3 large cities were studied and analyzed. These analyses indicated a trend toward less postponement of reading instruction, though reading readiness still tended to be defined in terms of oral…

This booklet provides abstracts of the proceedings of a conference on reading conducted on 27 April 1974 by the Department of Teacher Preparation of York College of the City University of New York. The following conference presentations are discussed: "Reading Readiness--What Do I Believe?" (Lilyan Peters), "Preschool as a Language…

Examines the school readiness of a group of poor children enrolled in a Neighborhood Development Center, of a group of middle class black children, and of a group of middle class white children. Also compares the intelligence test scores of the three groups of children. (Author/DEP)

The Screening Test of Academic Readiness (STAR) and the Peabody Picture Vocabulary Test (PPVT) were administered to 52 kindergarten children to reveal the convergent validity of IQ scores derived from the STAR. The findings raise doubts about the validity of the deviation IQs derived from the STAR. (Author)

A study of the oral language of Native American children indicates that many are not proficient enough in English to learn to read. Suggestions are given for language development. (MKM)

Provided in the second of two articles is further evidence of the validity of the author's sequence of tactual discrimination tasks for partial development of Optacon use readiness in young blind children. (IM)

The challenge to reading instructors is to develop in their pupils not only good reading skills, but also the means to understand their own feelings and emotions through reading, and to build positive feelings and emotions related to the process and products of reading. (MB)