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)

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

Offers five classroom activities, some teacher centered and some child centered, that develop reading and writing in five-year-old children. (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)