Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Reports on a study that analyzed the oral language skills of four-year-old children in day care centers as they described a picture and told a story from pictures in a wordless picture book. (HOD)

Three measures--logical reasoning ability, lexical comprehension, and home teaching activities--provided the best overall model in accounting for differences in children's performances across the print awareness measures. (HOD)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…