In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students' individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science…

Previewing a text is a key global reading strategy. Previewing may increase comprehension as it can activate schema, increase global awareness of the text, and enhance the use of other reading strategies. Despite its importance, an explicit focus on previewing skills has been lacking and previous research on the reading strategies of second…

Investigated the ability of children aged five, six, and seven years to categorize rhyming words. Children were better able to group words that shared rimes (speech units) than those with common syllable onsets. Results suggest that children who are not yet able to read are aware of single phonemes when they coincide with onset. (SAK)

THE HYPOTHESIS TESTED WAS THAT WHEN PICTURES AND WORDS ARE PRESENTED TOGETHER, THE PICTURES MAY MISCUE AND DIVERT ATTENTION, AND THEREBY INTERFERE WITH THE ACQUISITION OF READING RESPONSES. IN EXPERIMENT 1, 30 RANDOMLY ASSIGNED PRE-FIRST GRADERS LEARNED TO READ FOUR WORDS WITH NO PICTURES, A SIMPLE PICTURE, OR A COMPLEX PICTURE PRESENT. DURING…

Finds sequences of "episodes" that included various reading and talk strategies within emergent reading done by preschoolers. Indicates that children accumulate a repertoire of strategies, rather than abandoning old strategies as they develop new ones. Reveals several book, setting, and reading factors that contributed to changing strategies…

To investigate the relationship between a kindergartner's prior experience with print and the child's scores on Marie Clay's Concepts About Print Test, a study examined 23 kindergarten students from an upper middle class neighborhood. A 27-item questionnaire was given to parents at the beginning of the school year, asking what their children knew…

A REVIEW OF THE LITERATURE CONCERNING THE RELATIONSHIP BETWEEN MEASURE OF PREREADING VISUAL DISCRIMINATION AND FIRST-GRADE READING ACHIEVEMENT IS GIVEN. THE RELATIVE PREDICTIVE POWER OF VISUAL DISCRIMINATION OF LETTERS, WORDS, GEOMETRIC DESIGNS, AND PICTURES WHEN THESE ABILITIES ARE STUDIED INDIVIDUALLY AND IN COMBINATION IS INDICATED. STUDIES…

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

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)

Examines the extent to which preschool children are aware of and acquire the phonemic structure of the spoken word. Tests 4-year-old nonreaders, assessing product name reading ability, knowledge of the alphabet, rhyme skills, and explicit phonemic awareness ability. Finds subjects acquired knowledge of the alphabet before they showed explicit…

Determines if children enrolled in different types of preschool programs (ranging from maturational to early formal reading) differed in their knowledge of print concepts. Finds that the type of program was not a deciding factor in acquiring prereading print knowledge. (RS)

Examines the predictive relations among dimensions of symbolic play (object and ideational transformations), linguistic verbs, and measures of early literacy. Indicates that use of linguistic verbs predicts Concepts of Print scores and that symbolic play and linguistic verbs predict emergent writing and reading, respectively. (SR)

To study the effect of nursery school attendance on reading readiness at the kindergarten level, a questionnaire was sent to the parents of 40 kindergarten students in order to determine which children had attended a nursery school program, when, and for how long. Scores on the Iowa Test of Basic Skills were then recorded for all respondents. The…

Reviews several instruments frequently used in evaluating a pre-first grade child's readiness for learning to read with the focus on the extent to which published research has raised or resolved questions regarding the use of these instruments. (TO)