The relationships between noncognitive factors and reading readiness in elementary school child were studied. One hundred and ninety-two entering first graders (half Negro, half white; half boys, half girls) were selected in two rural Southern counties at the initial stages of a desegregation program. The socioeconomic level of the groups was…

This study investigated the relative effects of kindergarten experience for boys and girls, based on considerable evidence that there is a developmental difference between the sexes around 5. Emphasis is in the areas of language and readiness skills, which are traditionally not evaluated until the end of kindergarten. Groups of 93 boys and 89…

The purpose of this study was to investigate the relationships between kindergarten children's preschool experiences and their reading readiness skills. A sample of 42 children, randomly selected from a population of incoming kindergarten students at an upstate New York elementary school, was studied. Prior to entering kindergarten, interviews…

This study represents a segment of an evaluation of the effects of two diametrically-opposed instructional strategies on inner-city kindergarten children who had varying preschool experiences. The child- and parent-oriented "enrichment" approach was used in one school while the teacher- and goal-oriented "direct instructional"…

Both high- and low-readiness low-income Black first graders may play an active role in their own learning. The greatest amount of didactic interactions occurred in the homes of the low-readiness children; however, their mothers appeared not to possess the skills they were trying to teach their children. (BJV)