Determines if children enrolled in different types of preschool programs (ranging from maturational to early formal reading) differed in their knowledge of print concepts. Finds that the type of program was not a deciding factor in acquiring prereading print knowledge. (RS)

The study found that revising basal reader stories to improve text coherence resulted in improved comprehension for hearing impaired readers. Findings suggest that current efforts to control readability through stringent syntactic guidelines may result in texts that are more difficult, rather than less difficult, for hearing impaired readers to…

Distinguishes four phases in the development of sight word reading: prealphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic. Suggests that this system represents the regularities that underlie the written forms of English words that all learners must internalize to build a fully functioning sight vocabulary. (RS)

Discusses research that supports the view that early phonological awareness affects children's ability to exploit the alphabetic system, and so to develop a sublexical route from print to sound to meaning. Discusses implications for teachers. (RS)

Explores whether or not beginning readers of Chinese (first and third graders) activate phonological codes while reading Chinese characters. Finds that subjects used phonological codes while reading. (RS)

Determines the effects of training of phonological abilities upon the acquisition of reading and writing during the first year of primary school. Finds significant effects on both reading and writing measures for the groups trained on phonological activities using manipulative materials. Discusses theoretical and educational implications. (RS)

A sample of 236 4- to 6-year olds was tested on aspects of lexical and sublexical development while learning to read and retested 1 year later. Reading development, the influence of lexical and sublexical processes, age differences, and implications for instruction are discussed. (SLD)

Two experiments involving 80 4-year olds were conducted to assess how children who differ in vocabulary knowledge learn new vocabulary incidentally from listening to stories read aloud. Results clarify the role of active responding by demonstrating that verbal and nonverbal responses enhance vocabulary acquisition. (SLD)

Two experiments were conducted to investigate possible deficiencies in strategies used for decoding words by 20 children (ages 20-12) with intellectual disabilities. Results indicated that subjects did not make use of information in words (specifically letter position cues) to aid in their identification, whereas beginning and experienced…

Suggests that the majority of poor readers are poor at discriminating similar letters/words and at letter recognition. Argues that general sensory perceptive training does not improve subsequent reading development but that specific letter/word training in discrimination and recognition has a favorable effect. (RS)

Argues that learning how to read in an alphabetic system requires children to understand the complex relationship between print and speech. Suggests that prereading and beginning reading instruction should be designed to facilitate the acquisition of phonemic awareness. Recommends specific practices for reading instruction. (RS)

Discusses the way children negotiated partner reading and the roles they assumed that determined who was in charge and how the reading would be carried out. Finds four types of role sets: coworkers, fellow artists, teacher-student, and boss-employee. (SR)

Describes two strategies (Yes/No...Why? and It Reminds Me Of...) that provide young or poor readers with the prerequisite background knowledge for interpreting a passage. States that these strategies can be used with all types of reading materials and can also be used with nonreaders. (MG)

Provides convergent evidence of a developmental sequence in kindergartners' emerging knowledge of word: beginning consonant knowledge facilitates a child's concept of word in text, which in turn facilitates phoneme segmentation, which in turn facilitates word recognition. (SR)

Suggests that schools cannot supply the reading background and then do nothing to assist their potential poor readers to climb the first step in the development of reading. Suggests that teachers need to devote more energy toward the maintenance of the social and cultural security of possible poor readers than toward the immersion of these pupils…