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)

This paper discusses a six-year study, the first of which was a two-year language arts program that began with four year olds, and the second part of which was a four-year effort to trace the progress made in reading by children who participated in that program as compared with the reading achievement of classmates who had not been participants.…

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

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

This report documents the 1972-73 field test of teacher training techniques for the Prereading Skills Program. The program is a kindergarten-level instructional program designed to prepare children for beginning reading instruction. Four teachers in three Wisconsin schools participated in the field test of teacher training techniques. Fourteen…

The purpose of this study was to measure the gains that culturally different 4-year-old children made in reading readiness activities and the acquisition of a sight vocabulary when exposed to an extensive prekindergarten reading intervention program. The subjects of the study were selected initially from a group of volunteer families. The subjects…

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…

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)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) a structured and an unstructured approach to kindergarten instruction and their effects on reading readiness for the first grade; (2) effects of exposure to…

Creating a link between current research findings and classroom practice, this book analyzes, compares, and critiques prevalent classroom strategies in beginning reading instruction in light of expertise available in other countries. The book begins with a section on "Points of Departure," consisting of three chapters:…