Before reading a biographical essay students listened to a tape-recorded "cognitive organizer which discussed related background material and the organization of the content. (Author/RD)

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

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

Reports results of a three-year longitudinal study exploring the evolution of young children's ideas about reading. Finds that there was only moderate consistency in the ages at which concepts emerged and that the sequence of conceptual development was quite uniform across these children. (SR)

Highlighted by Katy's early reading and writing experiences, guidelines to help young children become effective readers and writers are offered to parents and teachers. (BB)

Early Start is a center-based program for four-year-old children at risk of academic failure because of their home or community environment. The state-funded program successfully incorporated literacy activities into a supportive environment which informally encouraged practice with early reading and writing. (Author/JDD)

Parents are not recommended to teach their preschoolers to read. Although some children learn to read before school, forcing a child to read can have many damaging effects. Instead, parents are encouraged to talk to their child, to develop important reading readiness skills in their child, and to build their child's background of experiences. (TM)

Discusses how Montessori principles and practices pertain specifically to the indirect and direct preparation of the child for writing and reading. The general principles are outlined first, followed by a specific discussion relating Montessori's approach to language instruction to current issues in reading disability. (CR)

Examines teaching rime analogy or letter recoding reading strategies to prereaders. Results reveal that experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading…

An instructional program was designed to improve the oral language skills of kindergarten students. The target group consisted of 10 students who, according to their scores on the Yellow Brick Road Language Battery, were in need of a strong language development program. The instructional plan was based on the Shared Book Experience and other…

Informal talks with teachers and head librarians, interviews with three preschool directors, and a review of literature were conducted to investigate the reasons why parents of preschool children infrequently used the public libraries available to them. Preschool directors were not surprised that only 45 percent of parents participating in a…

Based on the idea that even the most barren-looking black-topped schoolyard can be used for regular, brief field trips, this curriculum package of springtime science experiences provides guidelines for conducting kindergarten learning activities outside the classroom. Goals of the field trips are to teach some pre-reading concepts, to begin the…