This volume suggests not only that the reading process is more complex than previously assumed but that, like so many other cognitive and linguistic skills, the richness and depth of the complexity increase the more closely it is examined. Each chapter focuses upon various aspects of the reading process and provides for possible innovations and…

This story about a girl named Molly is a preprimer designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, Selawik, and Shungnak. It follows the first preprimer, "Denny." Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the…

This story about a boy named Denny is a preprimer designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik and Shungnak. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is not included in student copies of the book. (CFM)

This first grade elementary language text, designed for children in bilingual Inupiat-English programs in the Alaskan village of Barrow and several small villages near Barrow, contains one story. Each page of text is illustrated with a black-and-white drawing. The English equivalent is not given. (CFM)

This preprimer, designed for children in bilingual Inupiat-English programs in the Alaskan village of Barrow and several small villages near Barrow, is a story about a girl named Molly. It follows the first preprimer, "Denny." Each page of text is illustrated with a black-and-white drawing. The English equivalent is not given, but it may…

A survey of research indicates that a high correlation exists between the attending behavior of beginning readers and their ability to learn to read. Level of attention can be associated with ability to ignore unrelated stimuli, interest in the reading material, perceptual problems, and the sex of the reader. It is suggested that sex differences…

Describes a study indicating statistically significant differences between the two groups of intellectually superior four- and five-year-olds in the areas of story recall and print awareness, and that the accelerated readers of this age group tend to have mothers who have deliberately provided their children with reading instruction. (HTH)

Third-graders can use read-aloud time to hone critical and creative reading skills by getting involved in a story. Children relate book experiences to their own experiences by evaluating characters' responses, recognizing characters' motivation, and adjusting interpretations. (BB)

Describes a teacher's development of a "book-share" reading program for nursery school children which involves students, parents, and teacher in a process of sharing books, responses to books, and concerns about reading skills. Suggests that such a program increases children's confidence about reading. (ARH)

Evaluates Moira Juliebo's research report (same issue) on early literacy development. Asserts that basic concepts and attitudes toward literacy, reading, and writing must be reformulated, focusing on what "non-readers" know and can do in interactions with print rather than on what they can not do. (MM)

During sight word acquisition lessons, 11 mildly handicapped children, aged 6 to 11, were compared on questioning techniques--individual ordered questioning, or questioning requiring unison responding. Children learned the words taught with unison responding at a faster rate than the other words, though the difference was not great. (Author/JDD)

Study investigates the nature of verbal interactions which occur between parents and kindergarten children as they read favorite (familiar) and unfamiliar books. States that favorite stories allow children to become more involved in the story and attend to print, while unfamiliar stories provide for expanded schemata which may enhance meaning…

Concludes that three experimental programs were more effective than traditional approaches in beginning reading instruction: (1) a literature program using special decoding strategies, (2) a literature program not using the special strategies, and (3) a traditional basal approach using the special decoding strategies. (FL)

Explains how to administer and score a test of early spelling ability, how to assess what the test revealed at the beginning of the school year about 26 first graders' knowledge of the function of letters in written language, and how to use that information in "natural" writing projects. (HOD)

Decoding and comprehension skills were assessed for Turkish and American first and third graders. Twenty students in each group were tested on a pseudoword vocalization task and on a paragraph comprehension task. The data suggest that languages with more regular letter-sound correspondences lead to faster acquisition of decoding skills. (Author/BS)