Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Notes that little research has been undertaken into the effects of anthropomorphism on children's reading and presents questions concerning the use of this device in beginning reading materials. (FL)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)