This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self-regulation, both…

Describes and evaluates the Test of Awareness of Language Segments (TALS), discussing the test administration, scoring, interpretation, reliability, and validity. Recommends TALS for evaluating a child's readiness for reading instruction, and for suggesting appropriate instructional interventions. (MM)

Exposing young children to written language helps prepare them for reading. (RB)

Suggests that knowledge of phonics before learning to read (which can be measured by a new inventory) is a good indicator of future success. (JM)

Suggests activities that can assist in learning how to develop hypotheses. (HOD)

Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)

Discusses the important role parents have in creating a positive reading environment. (MM)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

Describes a radio program offering suggestions to parents for getting their children off to a good start in reading that is broadcast over the American Forces Network in Europe. (TO)

Discusses the importance of reading aloud to young children. Suggests several books for reading aloud at the elementary level. (MM)