This position paper was written to assist teachers and administrators in Oregon in preparing curriculum and setting priorities for kindergarten programs. It begins by asserting that the focus of kindergarten instruction should be on the total development of the child: socioemotional, physical, and intellectual. The need for concrete learning…

To evaluate the effectiveness of the Borg-Warner System 80 in seven Washington, D. C., schools, interviews, pupil progress records, questionnaires, and observational data were gathered on 103 students and their teachers. Two Borg-Warner programmed series, "Learning Letter Names" and "Reading Words in Context," were used in…

This paper describes a child-centered first grade classroom where learning to read is viewed as a natural step in the language acquisition process. Discussed in detail are methods of individualizing instruction for four particular children, the use of basal readers, daily writing activities using the Language Experience Approach, and both group…

Useful for teachers and parents of children who are developmentally ready for a beginning reading program, this guide is intended to help plan activities differentiated according to children's readiness for reading and individualized according to their strengths and needs. The guide is also helpful for young children who are either early readers…

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)