The following criticism of current practices for determining reading readiness are discussed: (1) the variables measured by readiness tests are in many cases unrelated to instruction, (2) while the variables measured are correlated with reading achievement, this association does not attribute causality, and (3) the criterion selected for measuring…

The purpose of this manual is to present in a practical way the ideas from pre-elementary Right to Read programs that they may help to enrich and expand other early childhood education programs. Besides dealing with assessment, skill areas, and activities, the manual supplies other relevant information on the following topics: (1) dimensions of a…

This program, included in "Effective Reading Programs...," began in 1969. Forty-five preschool-age children are receiving prereading and reading instruction, and parents of 100 other children are using the materials to teach their children at home. The New Approach Method is a series of 84 gamelike lessons, each of which is taped for a…

As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read programs, this manual is designed to provide pertinent information regarding young children and reading. It covers such topics as the skills necessary for reading acquisition, how children acquire these skills, and the importance of…

Kindergarten children who were taught in a structured, sequential program achieved significantly more than kindergarten children taught the regular curriculum. (WY)

As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read Read programs, this manual is designed as an easy reference source through which parents can help their young children develop the skills necessary to read. While the manual is designed for use by parents, the activities discussed can…

This program, included in "Effective Reading Programs...," was begun in 1969 and involves all the district's 5,867 students in grades 1-5 in one or more of the program's components. The following five programs to help individualize elementary school reading instruction have been instituted: a comprehensive reading program, an early…

The rich oral language experiences given children in Russian preschools and primary schools accounts for their subsequent success in reading. (JH)

The Independence (Missouri) School District Title III Project is an inservice program for kindergarten and first grade teachers. The overall objective is to train the teacher to identify the child who needs help in developing the modalities necessary for all learning and for learning to read in particular. In the first year program, 88 teachers…

Intended for teachers of preschool and kindergarten children, this manual is designed to share effective practices and products that have been either developed or refined by pre-elementary Right to Read programs. The first section of the manual discusses a variety of activities that focus on cognitive, language, personal/social, and motor…

A kindergarten pre-reading program was designed based upon Piagetian and Montessorian theory. During the pilot study, pre-reading experiences, materials and games were created to encourage individual diagnosis and specific pre-reading skills assessment. The following year the investigator conducted a descriptive study of the program's…

An individualized, nongraded Title III/ESEA reading program to be used with children at kindergarten through third-grade levels has been developed at Moreland School in Moreland, Idaho. Using team teaching and individual and small group instruction, the program seeks to develop in the child prereading experiences, language experiences, expanded…

Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the Bureau to give structure and…

The goals of a cross-age tutoring program involving first and fifth graders were to stimulate oral language development in first graders and to help them read for meaning. The fifth grade students worked with the younger students on a one-to-one basis to stimulate language development and to encourage the academic growth in other skills necessary…