The purpose of this study was to devise a simple instrument that could be helpful in predicting reading success by classroom teachers and school administrators who are not experts in the field of reading. The subjects, 190 randomly selected first graders, were given "Alphabet" and "Numbers" of the Metropolitan Readiness Tests and "Information" and…

Group training on segmentation-blending training forms (SB) in conjunction with strategies for decoding novel words (WD) was assessed in kindergarteners. Neither the WD or SB factor was found to significantly affect novel word decoding performance, although the results indicated that the sounding out SB form led to considerable success in word…

Examined in the paper is the relationship between differential diagnosis and educational programing for children with learning disabilities. Three components of differential diagnosis are explained to be classification, measurement of the child's strengths and weaknesses, and evaluation of academic skills which have been mastered. Beginning…

Three studies were conducted to examine whether printed cues conveying information about spoken intonation patterns would aid beginning readers in synthesizing printed words into spoken sentences. To represent intonation patterns, words were printed in three sizes corresponding to stress-pitch levels, and spacing between phrase boundaries was…

Learning music can help children with reading readiness and beginning reading skills. (MKM)

Reports three studies about young children's knowledge of word structure and its relation to reading. Study I examined children's knowledge of the characteristics of printed words. Study II investigated aspects of word structure used by beginning readers. Study III investigated aspects of word structure used by readers at varying levels of reading…

Studies of preschool reading are reviewed to determine environmental factors repeatedly associated with early reading. (DD)

This study shows that illustration is effective in learning of both simple and complex stories of both long and short length thus arguing against the hypothesis that illustration adds to cognitive load. (HOD)

Two error analyses (one on consonants and one on vowels) underscore the importance of non-visual cognitive processes in reading. (RL)

First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)

Lists a basic sight vocabulary of 96 irregularly spelled words which should be taught through visual memory techniques. (MKM)

Word-learning and reading-readiness tasks administered to inner-city kindergartners indicated that readiness skills included both a general skill that predicted success for both sight-word and sound-symbol methods of instruction and other specific skills which predicted success for only one method of instruction. (AA)

Suggests that the most important factor in a child's learning to read is an environment (ideally in the home, but also in the school) which fosters reading for enjoyment. (JM)

This study was undertaken to determine whether afternoon reading instruction results in greater achievement for beginning readers than does morning instruction. One hundred first grade pupils participated in the study. Implications for practice and continued research are discussed. (Author/MT)