The "Fun with..." series is a set of six booklets published by the Basic Skills Agency. All are aimed at providing parents, childminders and carers of 3-5-year-olds with practical ideas and activities to support the development of young children through play and games in the Early Years Foundation Stage. This leaflet contains ideas on how to use…

Kindergarteners (M age = 6;2) were exposed to novel spoken nonwords and their written forms within a storybook reading context. Following each of 12 stories, the children were required to spell and identify 12 novel written nonwords and then verbally produce and comprehend the spoken version of those words. Results indicated the children acquired…

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also…

Offers guidelines for helping children produce their own alphabet books. (FL)

Reports and explains the results of a conference on how children learn to read and proposes some principles for teaching beginning reading. (RB)

Indicates that the teaching of rhyming words is the most efficient initial presentation of consonant-vowel-consonant words for beginning readers. (RB)

Describes various games which provide drill for beginning readers. (RB)

Presents a joint statement by various educational associations of concerns about present practices in pre-first grade reading instruction and offers recommendations for improvement. (Author/BB)

A review of the research stresses the importance of language skills to beginning reading. (JH)

Research reported in this paper is part of a more general investigation into the speech, reading and writing of 5- to 7-year olds. It is designed to trace children's comprehension of instructional terms and their abilities to identify units in written and spoken language while they learn to read. (Author/CB)

Notes that to effectively prevent children from becoming disabled readers the teacher must be able to identify the problem, recognize its significance, and modify the reading program in a way appropriate to the child's needs. Bibliography. (RW)

Suggests a variation on the language experience approach designed for groups of nonverbal children. (MKM)

This paper identifies and discusses the factors to be considered in selecting the words for beginning reading instruction. Vocabularies for beginning reading are based on the child's oral language, the child's interests, sound-letter regularity, and common words as found in written literature. In addition, there must be a balance among the various…

Productive application of linguistics to the field of reading has made necessary the formulation, revision, and expansion of theories and models of reading to incorporate relationships among stimulus characteristics of writing systems and response components of phonological, morphological, syntactical, lexical, and affective systems. These…

Indicates that story time experiences are a positive factor in successful beginning reading. (FL)