Available from: University of Chicago Library Society Bulletin, c/o Harriet Clouse, Library Development Office, Regenstein Library, University of Chicago, Chicago, Illinois; $7.50 per year; issued irregularly 2-3/year. Discusses late-medieval primary education, especially learning to read; indicates how such education affected the way adults used…

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

A study of 72 adult beginning readers and 96 children with reading ages between seven years and seven years, 11 months compared the reading strategies used by each group. Results indicate general strategies used by adult beginning readers were similar to those used by children. (Author/CH)

The study evaluated the effects of using a language experience approach over a 3-month period with kindergarten and first grade hearing impaired students. The language experience approach encouraged growth in vocabulary, reading, and writing skills, as well as in self confidence and self esteem. (Author/DB)

Proposes that the use of pattern books (literature with patterned or structured language that enables children to predict the next word, line, or episode) aids children's early reading and writing attempts. Introduces a five-day plan for implementing pattern books into the reading/writing curriculum. Includes a bibliography of books with…

Examines the use of repeated readings--children "reading along" with an adult--as a method of improving reading skills. Asserts that repeated readings by children with the voice support of a teacher/parent is an effective way to facilitate reading development. (MM)

Advocates a supplementary reading program for kindergartners and first graders that is a combination of modified sustained silent reading and Booktime, after an investigatory study showed that, although highly thought of, SSR was difficult in practice in kindergarten and first-grade classrooms. (NKA)

Describes how a simulated bedtime story experience in which an adult shares a book with a child can be used in classrooms to teach beginning readers. Points out the importance of using authentic children's literature in the approach. (EL)

Describes the rationale, problems, and successes of a literature-based reading program. (FL)

Article reviews research focusing exclusively on the reading knowledge of preschool children who have not begun schooling and have not received formal reading instruction. The categories are (1) studies that document what preschool children learn about reading (informally at home or in preschool), and (2) studies that tell us how children learn…

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

The criteria of 75 percent utility for phonetic rules to be used in reading instruction may be based on faulty logic. Once children achieve approximate pronunciation by applying phonetic rules, they usually can infer proper pronunciation. This supports teaching children to find and pronounce little words in larger unknown words. (MCK)

Relates the expressive writing experiences of children at Deddington primary school in rural Oxfordshire. (HOD)

Offers news ways to integrate the language experience approach with a basal reader and in the content areas. (FL)

Describes a study that investigated whether the structure of the materials children encounter and the abilities and experiences they bring to the act of reading affect the ease with which they comprehend the text. (FL)