Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…

Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole…

Evaluated Hong Kong Chinese kindergarten children's literacy development through dialogic reading, typical reading, and control groups. Found that early literacy-related activities in the home have strong effects on literacy growth and language development in Chinese. Concluded that success of the dialogic reading technique contributes to the goal…

This study investigated use of the Reading Component Model to subgroup poor readers. Poor readers were identified in second grade and subgrouped into four significantly different groups on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Further analysis found poor readers' abilities were foreshadowed…

Shares how one kindergarten teacher communicates with parents about children's early learning of reading and writing. Includes excerpts from the flyers and newsletters sent to parents and discusses other ways in which the teacher builds a strong working relationship with parents. (MG)

Describes a model of social writing, for use in writing socially relevant, easy-to-read books for new adult readers, which incorporates expressive, cognitive, and social aspects. Elaborates the process from topic selection through manuscript printing, compares the model to other types, and touches upon its transfer to other settings and other…

Compares the reading performance of first grade readers of low, middle, and high abilities trained in listen-read, listen-alone, or read-alone procedures. Concludes that the listen-read procedure is an effective technique for low and middle ability readers in facilitating word recognition and reading comprehension. (RS)

Examined validity of test battery, organized by theoretical framework of levels of language processing and production, at end of kindergarten and first grade. At end of kindergarten two levels of oral language (pnonemic and lexical) and at end of first grade three levels of oral language (phonemic, lexical, and text) were correlated with word…

A five-step procedure is presented for using wordless picture books to encourage language development in hearing-impaired students. The students "read" the books, write the story ideas and illustrate the story, review the story for comprehension, and complete creative writing activities. A bibliography of picture books for elementary-level…

Argues there is ample evidence of the prime significance and hierarchical character of the print medium, and of an absolute need for individual letter recognition from the outset of instruction. Discusses the role of the alphabet and its relationship to its precursor speech sounds for the developing learner. (RS)

Evaluates Screening Children for Related Early Educational Needs (SCREEN), a test which assesses beginning skills in oral language, reading, written expression, and math. Concludes that although SCREEN is useful to measure kindergarten or first-grade students at high risk for learning problems, its usefulness at the preschool level is…

Suggests ways to provide special spaces and materials in early childhood classrooms that promote literacy development, including classroom library centers, writing centers, and content area centers. (MM)

Examines the differences between oral and written languages, including differences in register, style, and syntax. Asserts that reading aloud and giving instructions are two ways to focus on the connection between oral and written language and the processes of reading and writing. (MM)

The 1993 Education Act in Great Britain presents classroom teachers and special educational needs coordinators with fresh challenges with students who have reading and writing failure. Improved initial training of primary teachers is needed so they are equipped to address manifest reading and spelling difficulties, predict where problems can…

Assessed the impact of taking a high-quality picture book home from school daily on the at-home reading behaviors of young children and family members from middle and low socioeconomic backgrounds. Findings indicated that the program significantly increased the time children were involved in reading each day, and doubled the number of books read…