Over 200 children were tested to determine whether, of prospective first grade pupils, the 25% scoring lowest on tests of visual-motor-perceptual development would also be clustered in the lowest third of first grade performance on word recognition skills at the end of the year. Tests given upon entrance were the Peabody Picture Vocabulary Test,…

This module is designed to prepare teachers to facilitate the phonological aspects of language development. Section 1 provides detailed basic background information on phonology, including: (1) definition of three aspects of the phonological system (classification, intonation, and stress) with an ontogeny for each; (2) brief discussions of…

An examination is made of proposals for early reading in terms of the best time for beginning instruction and the effects upon children. In any discussion regarding early reading one must distinguish between prereading activities and formal reading instruction and must determine whether formal instruction is intended for all children or for those…

This document reports an investigation of the developmental changes in the use of certain syntactic structures by white, monolingual, middle class five- and seven-year-olds, and of the differences between the syntax of young children and that used in beginning reading textbooks. Approximately half of the publication presents the methods and…

In a 3-year longitudinal study, approximately 300 kindergarten children were selected for testing in the kindergarten and first and second grades to determine predictor variables of future success in reading and arithmetic. Results of the research tended to indicate that age and intelligence test scores were not good predictors of first and second…

This document, which contains sixteen reports, focuses on various aspects of the teaching of reading. Report topics are: individualized reading, language experiences in reading, beginning reading, readiness in reading, an approach using decoding, recognizing and stimulating reading interests, functional reading in the junior high school, study…

This paper makes the following points concerning the teaching of Spanish reading to the Spanish dominant child: (1) Encourage parents to begin teaching their children to read as early as possible, (2) teach reading first in the mother tongue of the child, the language the child knows best, (3) isolate and solve the difficulties the child finds…

The effects of teaching prereading skills to kindergarteners on their reading readiness scores were investigated. Seventeen kindergartens providing a cross section of socioeconomic levels and representing different ethnic groups were selected. Each experimental school was then matched to a control school. In the experimental schools, six major…

The lengthy annotations in this bibliography of recent research on visual perception and its relation to reading are classified in four main groupings: (1) development of perception of complex forms and attention to significant details, (2) the ability to perceive visual form in relation to reading, (3) perception of letters and words, and (4)…

Services and resources provided through the ESEA Title I Program, the Comprehensive Instructional Program (CIP), and the Emergency School Assistance Program were used at the Ralph C. Robinson Elementary School to develop programs specifically aimed at satisfying the identified needs of individual pupils. The main thrust of the instructional…

Explores the relationship between drawing pictures and the development of reading skills in preschool and primary grades. Maintains that a definite link exists between the two and briefly notes some of the relevant research. Concludes that further investigation is warranted. Includes an 11-item related bibliography. (MJP)

Description of the "Writing to Read" (WTR) program highlights an evaluation of the WTR experience with first graders at two British Columbia schools. Treatments for experimental and control groups are described and measures used for the comparisons are explained, including reading readiness, reading achievement, and writing achievement.…

Contrasts the effects of a storybook reading approach to traditional reading readiness approaches on the literacy development of urban at-risk kindergarten children. Finds that the storybook reading groups scored significantly higher on a variety of literacy measures. Finds no significant differences between the groups on standardized measures of…

Presents the 1998 position statement regarding early literacy development formulated by the International Reading Association and the National Association for the Education of Young Children. Outlines issues and reviews research. Offers a set of principles and recommendations for teaching practices and public policy. Includes a continuum of…

Promotion of literacy is one of the easiest and most beneficial ways to form collaboration among parents, teachers, and community. This article offers ideas from teachers, professional organizations, and the U.S. Department of Education on how to develop parent participation in the promotion of literacy at children's various levels of development.…