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…

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…

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 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…

This workbook was designed to be used during the pre-reading stage of the "Initial Reading in Spanish" program. It may serve as a practice book, an initial primer, and a coloring book. The lessons emphasize two main areas of development: motor skills and the understanding of concepts such as color, size, shapes, numbers, and emotions. Muscular…

ONE OF THE PROBLEMS OF TEACHING READING TO CHILDREN WITH LOW MENTAL AGES, FOR EXAMPLE, OF FOUR TO FIVE, IS THAT MOST READING PROGRAMS ARE GEARED TO THE CHILDREN WITH A MENTAL AGE OF ABOUT SIX AND ONE-HALF. A CHILD WITH THIS HIGHER MENTAL DEVELOPMENT WILL OFTEN HAVE MANY OF THE BASIC READING SKILLS ALREADY ACCOMPLISHED, OR HE CAN LEARN THEM QUICKLY…

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…

ONE-DAY WORKSHOPS WERE SET UP IN NINE DIFFERENT REGIONAL CENTERS IN MINNESOTA TO DEAL WITH THE PROBLEM OF TEACHING READING SKILLS IN A FOREIGN LANGUAGE. EACH CENTER WAS ASSIGNED SPECIFIC AND RELATED TOPICS TO WORK ON, FOREIGN LANGUAGE SPECIALISTS TO SERVE AS GROUP INSTRUCTORS, AND GUEST SPEAKERS. THE FIRST FOUR WORKSHOPS WERE CONCERNED WITH…

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…

This instructional program, designed to diagnose and overcome deficiencies in prereading skills at the kindergarten and preschool levels, teaches five basic skills which directly relate to the reading process and to reading success: 1) attention to letter order; 2) attention to letter orientation; 3) attention to word detail; 4) sound matching;…

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…