Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)

Outlines a program that helped parents to become active partners in their children's reading development. (FL)

Describes a program adopted by five native Indian bands in British Columbia in which parents promote their children's early language and reading skills in the home. (FL)