One hundred percent literacy is a relatively modern goal. According to The Oriental Institute at the University of Chicago (n.d.), writing was invented in 3200 BC. However, it was not until the Industrial Revolution, in the 19th century, that large numbers of ordinary people began to read and write. Today, most people believe that becoming a…

Provides answers to questions commonly asked by parents concerning beginning reading instruction. Emphasizes the development of oral language competence, and reading and writing for meaning, rather than formal instruction, and drill in reading skills. (PCB)

Suggests ways parents can help their children develop oral language facility and build positive attitudes toward the printed language so they will learn to read easily and happily when they get to school. (ED)

Reviews the environmental and functional print reading research and discusses its significance in relation to children's emerging literacy. (BB)

Calls for reforms in instructional practices and curricula control in literacy programs that disenfranchise five- and six-year-olds who have already served for months or years as active members of the literacy club. Illustrated by one child's early literacy and kindergarten experiences. (BB)

Illustrates ways teachers can facilitate literacy and language development in preschool and kindergarten children by offering children a variety of opportunities to create connections between "reading" symbols, communicating ideas and mastering meaning. Among the suggested activities are oral language experience, printing of names and words, and…

Describes ways in which the inclusion of literacy materials in kindergarten classroom dramatic play centers encourages young children to incorporate literacy activities into their play. (BB)

Examines six major preconditions for literacy that are rooted in the home environment and discusses some of the implications of this home literacy environment for schools. (Author/PCB)

Offers teachers and parents practical suggestions for helping children to begin reading naturally. Looks at specific strategies for helping young children to learn to read, particularly a built-in success procedure emphasizing nonvisual aspects of reading. (RWB)

Shares the experiences of a teacher educator who, upon teaching language arts every Tuesday and Thursday afternoon for a year, observed numerous reading and writing language experiences. (HOD)

Suggests parents use catalogs to help children increase reading and math skills. Points out that catalogs link language and print, that children can increase vocabulary through picture naming, and that sorting pictures and classifying objects can increase thinking skills. Suggests that children can practice adding, counting, and comparison…