Reading readiness activities should lead to awareness and skills that will bring a child to a point on the reading acquisition continuum where he or she will be ready to benefit from more rigorous and formally structured activities in the classroom. Children's awareness of the following five aspects of language and literacy are helpful, if not…

Brief discussion of readiness experiences including listening, asking questions, viewing interesting things, and writing about class experiences. (BRT)

Looks at Connecticut public library activities in meeting reading problems. (Author)

A teacher describes the results of allowing children in her pre-reading kindergarten class to invent the spellings they needed to communicate through writing. The strategies children employed were found to reflect their developing language abilities. (ED)

Suggests that knowledge of phonics before learning to read (which can be measured by a new inventory) is a good indicator of future success. (JM)

Provides complete listing of an Applesoft arcade-style game which teaches rapid recognition, discrimination, and sequencing of the alphabet. Four levels of play are featured for sequential reinforcement of these skills. The game also trains left-to-right scanning, promotes development of visual-motor integration skills, and develops directionality…

In a whole-language kindergarten, children learn language skills in a social context. Suggestions on how to develop activities that focus on a different letter of the alphabet each week are offered. These activities tie together all areas of the curriculum. (DF)

Nonverbal and verbal forms for various classroom activities are a large and important part of what children learn in school. This article focuses on the relationship between two aspects of group storyreading--the nonverbal "looking-like-readers" and the verbal "talking-like-readers." (CB)

This study investigated high school students' notetaking practices and compared them with expert notetakers. Reseaarchers found crucial differences between experts and adolescents. Induced prereading brings adolescent notetakers closer to the experts. (MD)

Gives ways a parent can aid a child's involvement with words and language, and increase a child's pleasure in acting out stories. (GB)

Describes a child's gradual discovery and awareness of the meaning of print and her beginning reading experiences. (HTH)

Fifteen children (ages 5.1 to 6) received a 12-week intervention on measures of phonological processing skills and reading. At posttest, students performed significantly better than the control group on measures of phonological processing skills and in reading. Results suggest such early intervention may enhance early reading and possibly reduce…

Discusses children's interest in names, and the importance of this interest for their developing literacy. (MM)

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…