Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)

Describes a procedure for assessing a beginning reader's knowledge of the spoken word/written word match in reading. (FL)

Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)

Concludes that, although first-grade students generate more haphazard responses on standardized reading tests than do older students, they nevertheless do apply similar reasoning strategies to vocabulary and comprehension items. (FL)