Reports results of a three-year longitudinal study exploring the evolution of young children's ideas about reading. Finds that there was only moderate consistency in the ages at which concepts emerged and that the sequence of conceptual development was quite uniform across these children. (SR)

Six boys with moderate intellectual disability were instructed in single-word reading and either picture labeling or simple reading comprehension. Subjects were assessed in all three skill areas. Results indicated that the four subjects who attained proficiency in trained tasks were successful in learning the untrained areas (a generalized…

Investigates young children's literacy activity within play settings designed to reflect authentic literacy contexts in children's real-world environment. Finds that, in the course of play activities, children demonstrated declarative knowledge about literacy (e.g. names of literacy objects), procedural knowledge, and strategic knowledge. Suggests…

Uses the Spear-Swerling and Sternberg model of reading disability (RD) in order to give practitioners a set of materials that are sensitive to the different developmental stages of word recognition in both normal readers and readers with RD, and that can be used for student assessment. (CR)

Two longitudinal studies examined the relationship between phonemic awareness and reading achievement in primary grades. Results found a significant correlation between kindergarten performance on phonemic awareness tasks and second-grade reading achievement. A three-year followup of low-scorers indicated that most of those students (who were a…

Describes word-learning activities for first graders, devised to help at-risk readers make discoveries about the alphabetic system. Discusses why these discoveries are important for students' progress in learning to read and spell. (SR)

This article proposes a dual-discrepancy approach to identifying children who do not respond to generally effective reading instruction. Curriculum based measurement is suggested as an effective tool for detecting dual discrepancies and an example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify…

Administers two tests of phoneme awareness to kindergarten-, first- and second-grade children in Germany and America as a probe to the consequences of pedagogical differences on the emergence of phoneme awareness. Finds that the contrast between the American and German kindergarteners and the equivalence of the first and second graders in the two…

Presents an ethnographic study that explores young bilingual children's early literacy experiences in three different languages (English, Urdu and classical Arabic) and in three strikingly different types of classes in England. Focuses on one bilingual boy of a Pakistani background. Aims to integrate non-dominating language and literacy practices…

Examines the perceptions of beginning teachers, their understanding of the process of reading, and their effectiveness in teaching that process to first-grade students. Investigates the support and guidance necessary to deal effectively with the challenges and new responsibilities faced by beginning teachers. Presents conclusions that include the…

This review examines non-North American ideas about reading difficulties. Noted is the success of such tutorial programs as Reading Recovery, used in Australia, the United States, and New Zealand. The potential of a Vygotskian perspective on assessment and teaching for children experiencing reading difficulties is outlined. (Author/DB)

Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…

Because prediction plays such a vital role in reading comprehension, predictable books are essential in the teaching of beginning readers. Prediction involves a three-step cycle: sampling, predicting, and confirming. Steps in using predictable books with hearing-impaired students are outlined, and a list of predictable and repetitive books is…

Describes a program for preschool children which focuses on: (1) reconstruction and analysis of different texts; (2) development of effective language experience; and (3) modeling and sequencing. Finds that students' attention span increased, their reading strategies were more diverse and appropriate, and attitudes improved noticeably. (MG)

The use of Single Concept Cards and Single Concept Card Sentences is presented as a means of helping poor readers or nonreaders improve word recognition. An overview describes the cards, and strategies are offered for teaching the first word or sentence, teaching subsequent words or sentences, and providing reinforcement. (JDD)