The central focus of this second edition is the same as that of the first edition: to describe the language-experience approach and to identify instructional practices which can be followed to teach reading with this approach. In addition, the volume expands the theoretical foundations of language-experience communication, extends the…

After a review was made of the literature related to early identification of reading problems, a battery of diagnostic tests was constructed of receptive and expressive language elements assumed necessary for success in reading. After pilot work and revisions, the battery (PDQ) was administered to 916 entering kindergarten pupils by their…

The implementation of reading groups and its effects on pupil mobility, patterns of teacher-child contact, and pupil measures of reading achievement and related factors was examined. Group membership patterns, group influence on later reading performance, and teacher feedback were discussed. (BJG)

Determined that given an accepting environment is provided by the teacher, children will feel safe enough to express their thoughts about and reactions to what they are reading by interrupting their own reading and talking to their teacher. (SRT)

Examines the difference between the reading instruction young children receive at home and that which they encounter in grade one. Suggests that teachers integrate some of the strategies used at home into classroom instruction. (AEW)

Provides answers to five important questions in reading instruction; outlines stages in reading development, including "stage 0" (birth to age six)--the "prereading" stage; and points to evidence from research and practice supporting a developmental view in reading instruction. (MD)

Discusses the use of predictable literature as a method of helping beginning or slower readers become more proficient readers. Offers a list of predictable literature and ideas for classroom activities to accompany each story and ways to record children's behavior as they read. (JC)

A young child's acquisition of language and language-related skills in two modalities is discussed. The hearing daughter of a deaf father and of a hearing mother showed accelerated language development in both sign and speech. Reading readiness tests administered at 27 and 32 months revealed advanced development for her age. (Author/LMO)

Discusses how beginning readers respond to familiar and unfamiliar stories. States that children begin as inventive readers, using different strategies--such as naming, counting, or structuring--to "read" the text. (MM)

Describes a program that associates phonics instruction with children's earliest reading and writing, using the ERIS method to teach sound/letter correspondences and to provide opportunities for writing and reading. (NKA)

Concludes that teachers' perceptions of reading enthusiasm do not always match those of young students, and many times may be based simply on reading achievement. Suggests that reading attitude and achievement may be two separate entities in the early stages of learning to read and that they should perhaps be treated as such by reading educators.…

Compares two groups of primary-grade classrooms differing in their instructional approach to beginning reading to assess the relationship between learning activities, cognitive ability, and reading skill. (HOD)

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

Reports on a study in which a seven-year-old girl was trained to focus on individual words in learning to read. (FL)