Describes the formation of story awareness in young children, suggesting methods for assessment and activities to facilitate its development. (KS)

Article reviews research focusing exclusively on the reading knowledge of preschool children who have not begun schooling and have not received formal reading instruction. The categories are (1) studies that document what preschool children learn about reading (informally at home or in preschool), and (2) studies that tell us how children learn…

Contends that developing an interest in a particular topic is the first step in getting students ready to read in the social studies. Maintains the teacher must find ways of using what children already know and couple this with their experiential background to fulfill the need for establishing familiarity before reading. (TRS)

Investigates the reading development of six preschool children who learned to read at home without systematic instruction. Attempts (1) to find out whether there was an identifiable process by which these children learned to read and (2) to study th role of the parents in these children's early reading acquisition. (HOD)

Concludes that sound awareness scores significantly predicated performance of kindergarten children on a sight-word learning task and a decoding-like task. Subjects' knowledge of terminology was unrelated to success on either task. (FL)

Argues that by encouraging children in their early writing efforts, adults can help them develop into confident and comfortable writers. (FL)

An action research project described a program for teaching students beginning reading strategies that will help them to become independent readers. The targeted population consisted of first grade elementary students in a growing middle class community located in a suburb of a large metropolitan area in the Midwest. The problems of beginning…

When parents and other family members read with their children, help them with homework, talk with their teachers, and participate in school or other learning activities, they give their children a tremendous advantage. The foundation for learning to read is in place long before children enter school and begin formal reading instruction. Families…

When parents and other family members read with their children, help them with homework, talk with their teachers, and participate in school or other learning activities, they give their children a tremendous advantage. The foundation for learning to read is in place long before children enter school and begin formal reading instruction. Families…

A preprint from a forthcoming pamphlet of the National Conference on Research in English. (Editor/SW)

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)