Gives ways a parent can aid a child's involvement with words and language, and increase a child's pleasure in acting out stories. (GB)

Describes the work undertaken to develop a phonics-based reading program for kindergarten through third grade. (MM)

The teacher must recognize the legitimacy of the dialect speaker's language by insuring that beginning reading materials accurately reflect the language and experience of the child. Each child should dictate and then read his own language. (Author)

The purpose of this study was to investigate first-grade children's use of requests and responses in their homogeneous reading groups. The results showed that ability groups differed in their use of requests and responses, and that particular aspects of requests predicted obtaining appropriate responses, which were almost always "on-task."…

After six weeks of reading instruction using a microcomputer, 10 deaf children (three to six years old) demonstrated significant improvement in word recognition and identification. Results suggested that instruction should take advantage of the young child's cognitive readiness regardless of his/her primary mode of communication. (CL)

Reviews several new easy-to-read books for beginning readers. (FL)

Deplores beginning reading instruction stressing drill in isolated skills that interrupts the natural reading process. Suggests the use of imitative reading, such as having preschool children "memorize" a book they have heard aloud several times, as a successful teaching strategy. (HTH)

Suggests ways parents can encourage the development of reading and thinking skills in their children. (Author/MP)

Describes a child's gradual discovery and awareness of the meaning of print and her beginning reading experiences. (HTH)

An appraisal was made of data reported by Clay (1969) as evidence for individual differences in self-correction behavior in children's reading. It was found that the index of incidence of self-correction used had several properties which could not be justified. (Author/SJL)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)