Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

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)

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

An analogy is drawn between understanding Shakespeare's work and the debate about teaching beginning reading. The apparent ease of reading is seen to mask its very real complexity. The importance of the early reading environment for readiness and the necessity of teaching sounds and then words is stressed. Tips for teaching phonological awareness…

Examined effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. Teachers were assigned randomly to three groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Group differences were identified at the end of…

Compares the ability of children at three different levels to use analogy in reading both real and nonsense words. Shows young children can successfully use analogy to decode new words. (HOD)

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

The development of four-year-old children's knowledge of letters and printed words was studied to determine if preschool children begin reading, and if so, how. A natural hierarchy of knowledge was noted. (MKM)

The article reviews cognitive psychology's contributions to understanding the development of reading skills. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition, and learning as a social interaction. (Author/DB)

Experimental phonological synthesis (sound blending) and analysis (rhyme detection) tasks were administered to children (n=76) preceding kindergarten entry. Measures of beginning reading were administered after kindergarten, first grade, and second grade. The sound blending task was significantly related to most interim and outcome measures. The…

"Waterford Early Reading Level One"[TM] is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It begins with a tutorial to familiarize the child with the computer and mouse and a reading placement evaluation to assess and determine whether a child should work on "Level One"…

This research synthesis identifies areas of convergence in reading research regarding the importance, dimensions, and effects of phonological awareness on the reading acquisition process. It also highlights similarities and differences between normal achievers and diverse learners. The following five areas of research convergence are identified:…

Suggestions for various activities, games, and materials for teaching phonics are presented in this handbook for teachers and teachers in training. The chapters and materials covered include: (1) "Why Phonics," which presents the rationale for teaching phonics; (2) "A Suggested Order for Teaching Phonics," which discusses the order of difficulty…

The effectiveness of prephonic training between kindergarten and first grade levels as a tool for acquiring reading skills was explored throughout the public school system in the city of New Bedford, Massachusetts. A sample population of 260 kindergartners was identified as having potential learning difficulties by the results shown on the…

This review focuses on areas of converging evidence concerning the importance of phonological awareness and the corresponding curricular and instructional implications for diverse learners. Five areas of converging evidence are identified: (1) phonological processing ability explains significant differences between good and poor readers; (2)…