Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

Reports on the use of reading schemes in British infant schools, as indicated by survey responses of 631 infant school heads. Notes that most schools adopt a similar policy to beginning reading, using one principal reading scheme that is supplemented by a varying number of other schemes. (GT)

Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)

A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)

Describes the construction of a criterion-referenced test designed to test the ability of beginning readers to pronounce CVC letter combinations. (MKM)

Kindergarten students were taught words with or without pictures to test the focal attention hypothesis that pictures interfere with sight-word learning. In this study, pictures presented with words facilitated rather than hindered learning. (MKM)

Describes a successful event at a San Francisco shopping mall where young children were read to and parents became acquainted with the importance of reading to preschool children and beginning readers. (DD)

Reports on a study that indicated the effectiveness of Scottish methods of teaching beginning reading to boys from working class homes. Describes the teaching methods used and concludes that Scottish success may be partially accounted for by early phonics teaching and by daily involvement of parents in children's reading. (GT)

The procedures used in planning and writing a primary reading program designed specifically for visually handicapped students who will use braille as their reading medium are described. The selection of a vocabulary, including a list of categories such as alphabet abbreviations, is discussed. Teaching methodology and the basis for the design of…

Describes language experience activities which tie concepts, vocabulary, sentence structure, and beginning reading skills together and which are appropriate for the bilingual child. (MKM)

This study identifies high-frequency words in the spontaneous vocabulary of 125 first grade children, and suggests ways to use the word list in teaching beginning readers. (CM)

Explains six tasks which require comprehension of words and which can be used to teach beginning readers. (MKM)

A week-by-week readiness program for preschool and early primary children. (Editor)