Bibliography of Citations from the ERIC Database
ERIC database search through September 2002

Reading Readiness: Other Items of Interest

ERIC Documents

How to Obtain ERIC documents and journal articles

ED459449 CS014591
Title: A Balanced Literacy Approach Incorporating Phonological Awareness in Kindergarten.
Author(s) Hawley, Melissa A.
Pages: 54
Publication Date: December 2001
Notes: Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Dissertations/Theses (040)
Geographic Source: U.S.; Illinois

Acquiring literacy is one of the most important elements in building a foundation for success in education and life. This study describes a program that was implemented from January through May, 2001, for improvement in phonological awareness, alphabetic awareness and reading readiness skills through explicit instruction of phonemic awareness with at-risk kindergarten students. The targeted population consisted of 12 kindergarten students, 8 males and 4 females, from working class and low-income families located in eastern Iowa. This study implemented phonological awareness with students who had been identified as low in phonological/phonemic awareness. The lack of alphabetic awareness, print awareness, and phonological awareness was documented through entrance screenings and assessments revealing students' phonological ability. Analysis of probable cause indicated that incoming students lacked exposure to print as well as the readiness skills necessary for formal reading instruction. Analysis of language arts surveys reflected a lack in reading readiness, alphabetic awareness, concepts of print, and decoding skills. Review of the curriculum content reflected an over-emphasis on large group instruction and a lack of phonological/phonemic awareness skills. A review of the solution strategies suggested through literature reviews, combined with the problem, resulted in the selection and identification of two categories for intervention: implementation of explicit phonological/phonemic instruction and literacy acquisition through the instructional focus of reading strategies and skills. These reading interventions were delivered over a 15-week period, in small groups of 5-6 children. Post intervention data indicated and increase in students' phonemic awareness and literary abilities. The data showed increased understanding of reading and comprehension strategies. (Contains 66 references and 8 figures of data. Survey instruments are attached.) (RS)

Descriptors: Action Research; High Risk Students; *Instructional Effectiveness; Kindergarten; Primary Education; *Reading Improvement; *Reading Instruction; *Reading Readiness; *Reading Skills; *Reading Strategies
Identifiers: Balanced Literacy; Direct Instruction; *Phonological Awareness

ED457991 PS029833
Title: Reading Tips for Parents = Consejos practicos de lectura para los padres.
Author Affiliation: Partnership for Family Involvement in Education (ED), Washington, DC.(EDD00115)
Pages: 17
Publication Date: September 2001
Notes: For a related document on reading tips, see ED 427 287.
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html.; Spanish
Document Type: Guides--Non-classroom (055); Multilingual/bilingual materials (171)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Parents

Noting that all parents want the best school experience for their children, this booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent literacy suggestions such as reading aloud each day, modeling that reading is important, and limiting television viewing. The guide next offers criteria for evaluating the school-age child's school reading program, including: whether children are appropriately evaluated, whether the program makes connections between reading and writing, and whether the program includes both silent reading and reading aloud. These criteria are followed by simple strategies for creating strong readers, such as reading the child's favorite book over and over again, reading many stories with rhyming words and lines that repeat, and discussing new words. The guide then outlines five essential components of reading: (1) phonemic awareness; (2) phonics; (3) reading fluency; (4) vocabulary development; and (5) reading comprehension strategies. A sheet for writing down a reading plan is included. Information on the U.S. Department of Education's Partnership for Family Involvement in Education concludes the guide. (HTH)

Descriptors: *Beginning Reading; Emergent Literacy; Evaluation Criteria; Infants; Learning Readiness; Multilingual Materials; *Parent Student Relationship; Parents as Teachers; Reading Instruction; Reading Programs; *Reading Readiness; Toddlers; Young Children

ED454505 CS014426
Title: Increasing Students' Reading Readiness Skills through the Use of a Balanced Literacy Program.
Author(s) Elsea, Becky
Pages: 55
Publication Date: May 2001
Notes: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Dissertations/Theses (040)
Geographic Source: U.S.; Illinois

This report describes a literacy program that provides readers with materials and instructions that fit their individual levels of development. The targeted population consists of kindergarten students in a northwest suburb that is characterized by higher than average household earnings, highly educated residents, and a population encompassing all ages, occupations, and incomes. The children enter school displaying a wide range of reading readiness skills. Evidence includes running records that track each child's reading level, writing samples, and checklists that show children's understanding of print concepts and letter-sound relationships. Analysis of probable cause data reveals that a child's environment impacts literacy learning. Literacy development of children begins before formal schooling and is influenced by the quantity and quality of literacy-related experiences in the home environment. Parent involvement, preschool experiences, children's interests and strengths, and available materials are factors in a child's understanding of literacy. A review of solution strategies suggests a balanced literacy program. Through readalouds, shared reading, guided reading groups, interactive writing, and independent writing and reading, children will be provided with several kinds of reading and writing experiences. Post intervention data indicate an increase in student letter recognition and knowledge of letter and print concepts. The concepts about print the students learned during shared reading and writing experiences were transferred to journal writing and independent reading time. This is evidenced in the students' increased scores on their writing rubrics and the text levels. (Contains 18 references and 15 tables of data. Appendixes contain a permission letter; checklists; a running record sheet; and a sample writing rubric.) (Author/RS)

Descriptors: Action Research; *Instructional Effectiveness; Journal Writing; Kindergarten; Primary Education; *Reading Aloud to Others; *Reading Improvement; *Reading Instruction; *Reading Readiness; *Writing Instruction
Identifiers: *Balanced Reading Instruction; Guided Reading Procedure; Shared Reading

This study describes a program designed to increase student background knowledge in order to improve reading comprehension. The targeted first grade class is located in a Midwest, middle class, metropolitan community. More than half of the school's population is identified as low-income. Evidence for the existence of the problem was obtained through pre- and post-graphic organizer activities to determine theme vocabulary; a home survey; and literacy checklists for readiness and journal writing. Analysis of probable causes was evidenced by teachers' observations of students demonstrating a lack of literacy readiness skills usually acquired from home. Teachers reported a deficiency in language development, background knowledge, higher order thinking levels, and reading and writing connections. After reviewing professional literature and analyzing the targeted learners, a decision was made to select two interventions: implementing learning strategies to enhance background knowledge and language development, and strengthening the reading and writing connection. Post intervention data indicated increased thematic background knowledge and associated vocabulary, improved classroom discussions, increased confidence in attacking higher order skills, improved peer interaction socially and verbally, and an improved comfort level for technology. (Contains 34 references, 9 figures, and 2 tables of data. Appendixes contain word lists; a semantic map; a blank journal page; screen captures; pre- and post-tests; and a lesson plan on pumpkins.) (Author/RS)

Descriptors: Action Research; Classroom Communication; Educational Technology; Grade 1; *Instructional Effectiveness; Primary Education; Prior Learning; *Reading Comprehension; *Reading Improvement; *Reading Readiness; *Reading Writing Relationship; Thinking Skills

ED448436 CS014329
Title: Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77 (March 20, 2001). {Videotape}.
Author Affiliation: Department of Education, Washington, DC.(EDD00001); National Alliance of Business, Inc., Washington, DC.(BBB17805); Chamber of Commerce of the United States, Washington, DC.(FGK13710); Committee for Economic Development, Washington, DC.(BBB31783)
Pages: 0
Publication Date: March 30, 2001
Notes: Also produced in partnership with Discovery Communications and Channel One.
Sponsoring Agency: Procter and Gamble Educational Services, Cincinnati, OH. (BBB25727)@Bayer Corp., Pittsburgh, PA. (BBB33616)@Public Broadcasting Service, Washington, DC. (BBB06243)@National Aeronautics and Space Administration, Washington, DC. (FGK56097)@Apple Computer, Inc., Cupertino, CA. (BBB19986)@Target Stores/Dayton Hudson Corp. (BBB29070)
Available from: Document Not Available from EDRS.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Item EK 0361V). Tel. 877-433-7827 (Toll Free). Available from ED Pubs for up to about a year after first broadcast. Web site: http://www.ed.gov/inits/stm/stm-arch.html. To view live or archived Web casts of the Satellite Town Meeting please visit Apple Computer's Apple Learning Interchange at http://www.ali.apple.com/events/aliqttv/.
Document Type: Guides--Non-classroom (055); Non-print media (100)
Geographic Source: U.S.; District of Columbia
Government Level: Federal

This videotape (in either VHS of 3/4 inch format) presents an interactive teleconference where renowned national experts, local educators, and community leaders share ideas on how to improve schools and reach the National Educational Goals. This 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness to read. It offers an opportunity for networking with people across the nation who share a commitment to building community partnerships and a common vision of educational excellence for all children. It features programs with strong parent involvement, well-qualified teachers, a wealth of language activities, and ongoing, meaningful communication between adults and children. Secretary of Education Rod Paige and guest panelists Lue Alma Sumlin, Reid Lyon, Dea Salter, Sharon Darling, and Norma Garza address such questions as: Why emphasize reading and language with young children? What does a quality early learning environment look like for pre-school children? What activities can parents do to help lay the foundation for reading? What types of professional development should early childhood professionals undergo to ensure students are prepared for elementary school? How can family literacy programs help children to be ready to read as they help to break the inter-generational cycle of literacy? What role can public schools play in assuring all 3- to 5-year-old children have quality learning experiences? and How can schools build partnerships with local childcare providers, businesses, social service agencies, and others to strengthen early learning? (RS)

Descriptors: *Academic Achievement; Early Childhood Education; Educational Environment; *Family Literacy; Parent Participation; *Reading Achievement; *Reading Readiness; School Community Relationship; Student Evaluation; Teacher Education

ED452521 CS014450
Title: Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77: March 20, 2001. Spanish Language Version. {Videotape}.
Author Affiliation: Department of Education, Washington, DC.(EDD00001)
Pages: 0
Publication Date: March 20, 2001
Notes: For the English language version, see ED 448 436. Major partners were the National Alliance of Business and the U.S. Chamber of Commerce's Center for Workforce Preparation. Funding partners included the Bayer Foundation, Procter and Gamble Foundation, and Target Stores.
Available from: Document Not Available from EDRS.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Item EK 0364V: 60 minute videotape. Available on loan.). Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/inits/stm/stm-arch.html. For Webcast: http://www.ali.apple.com/events/aliqttv/.
Language: Spanish
Document Type: Non-print media (100)
Geographic Source: U.S.; District of Columbia
Government Level: Federal

This interactive teleconference (in VHS format, Spanish language version) presents renowned national experts, local educators, and community leaders who share ideas on how to improve schools and reach the National Educational Goals. The 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness to read. It offers an opportunity for networking with people across the nation who share a commitment to building community partnerships and a common vision of educational excellence for all children. It features programs with strong parent involvement, well-qualified teachers, a wealth of language activities, and ongoing, meaningful communication between adults and children. Secretary of Education Rod Paige and guest panelists Lue Alma Sumlin, Reid Lyon, Dea Salter, Sharon Darling, and Norma Garza address such questions as: Why emphasize reading and language with young children? What does a quality early learning environment look like for pre-school children? What activities can parents do to help lay the foundation for reading? What types of professional development should early childhood professionals undergo to ensure students are prepared for elementary school? How can family literacy programs help children to be ready to read as they help to break the inter-generational cycle of literacy? What role can public schools play in assuring all 3- to 5-year-old children have quality learning experiences? and How can schools build partnerships with local childcare providers, businesses, social service agencies, and others to strengthen early learning? (RS)

Descriptors: *Academic Achievement; Educational Environment; *Family Literacy; Parent Participation; Preschool Education; *Reading Achievement; *Reading Readiness; School Community Relationship; Student Evaluation; Teacher Education; Videotape Recordings

ED457175 TM033265
Title: The Development of STAR Early Literacy. Report.
Author Affiliation: School Renaissance Inst., Inc., Madison, WI.(BBB36424)
Pages: 14
Publication Date: March 2001
Notes: School Renaissance Institute, Inc. became Renaissance Learning, Inc.
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Renaissance Learning, Educational Research Department, P.O. Box 45016, Madison, WI 53744-5016. Tel: 800-200-4848 (Toll Free); Web site: http://www.SchoolRenaissance.com.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Wisconsin

This report describes the development and testing of a computerized early literacy diagnostic assessment for students in prekindergarten to grade 3 that can measure skills across a variety of preliteracy and reading domains. The STAR Early Literacy assessment was developed by a team of more than 50 people, including literacy experts, psychometricians, item developers, graphic artists, audio experts, and software engineers. More than 50,000 students in 400 schools across the United States participated in STAR Early Literacy assessment development. STAR Early Literacy is a computer-adaptive assessment and database that helps educators identify a student's command of phonemic awareness, phonics, general readiness, graphophonemic knowledge, comprehension, structural analysis, and vocabulary in approximately 10 minutes. It is designed to be a low-stakes assessment that gives teachers a tool to align instruction to the needs of each student even though students require little teacher assistance while taking the assessment. Details are provided about content specification, item development, software and user interface design features. Also reported are the prototype research study involving 1,500 children from grades prekindergarten through 2 and the item calibration study involving 32,257 students in 308 schools. Other research data are being collected with a pilot adaptive version of STAR Early Literacy. Data to date indicate that the STAR Early Literacy diagnostic assessment meets the need for an accurate, inexpensive tool to measure pre-reading skills and early literacy skills in seven domains. (SLD)

Descriptors: Adaptive Testing; *Beginning Reading; *Computer Assisted Testing; Diagnostic Tests; Early Childhood Education; *Emergent Literacy; Reading Readiness; Screening Tests; *Test Construction; *Validity

ED448435 CS014235
Title: Reading: Know What Works. A Practical Guide for Educators. National Reading Panel Update.
Author Affiliation: National Inst. for Literacy, Washington, DC.(BBB31782)
Pages: 43
Publication Date: January 2001
Notes: For the previous July 2000 report, see CS 014 234.
Sponsoring Agency: Office of Elementary and Secondary Education (ED), Washington, DC. (EDD00014)
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Institute for Literacy, 1775 I St., NW, Ste. 730, Washington, DC 20006. Tel: 202-233-2025; Fax: 202-233-2051; Web site: http://www.nifl.gov.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Practitioners; Teachers

Based directly on the reports of the National Reading Panel ("Teaching Children To Read") and the National Research Council ("Preventing Reading Difficulties in Young Children"), this guide is designed to be an accessible and practical document that delivers research findings about effective reading instruction that may serve as guidelines for reading teachers in Title I schools. The guide amounts to a "checklist" to help teachers and principals to recognize the key characteristics of quality reading programs at a glance and to match instruction in their classrooms to the best practices described in the research. The guide does not describe any single way to teach a child to read. It is divided into seven parts: Understanding Reading Instruction; Important Reading Skills (Phonemic Awareness, Phonics, Fluency, Comprehension, and Vocabulary); Reading Readiness; Beginning Readers; Intermediate Readers; Children with Special Needs; and Grade-by-Grade Accomplishments. The first six sections are not broken down by grade level: in the early grades, all children learn to read at different speeds and how to deal with different challenges. The "accomplishments" listed in the last section are based on grade levels to give teachers and parents a sense of what they can reasonably expect children to do as they become more skillful readers. (RS)

Descriptors: *Beginning Reading; Primary Education; Reading Achievement; *Reading Instruction; Reading Programs; *Reading Readiness; *Special Needs Students

ED455026 PS029680
Title: A Guide for Parents: How Can I Help My Child Be Ready To Read and Ready To Learn?
Author Affiliation: Partnership for Family Involvement in Education (ED), Washington, DC.(EDD00115)
Pages: 3
Publication Date: 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Web site: http://pfie.ed.gov.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Parents

The most important thing that parents can do to help their children become ready to read and to learn is to read aloud to them. This brief provides guidance for parents in facilitating their child's emerging abilities. Suggestions for parents include talking with infants and young children before they learn to read, setting aside a reading time every day regardless of their child's age, taking their child to the library, and pointing out printed words to the child in the home and in the community. The brief also lists strategies for creating strong readers, including specific strategies used during reading sessions with children, such as discussing new words and asking questions. (KB)

Descriptors: Emergent Literacy; Family Literacy; Learning Readiness; *Parent Participation; *Parents; Parents as Teachers; *Reading Aloud to Others; *Reading Readiness; *Young Children

ED455025 PS029679
Title: A Guide for Reading: How Parents Can Help Their Children Be Ready To Read and Ready To Learn = Guia Para Leer: Como los padres pueden preparar a sus hijos a leer y aprender desde la infancia.
Author Affiliation: White House Initiative on Educational Excellence for Hispanic Americans, Washington, DC.(BBB36013)
Pages: 5
Publication Date: 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: White House Initiative on Educational Excellence for Hispanic Americans, 400 Maryland Avenue, SW, Room 5E110, Washington, DC 20202-3601. Tel: 800-872-5327 (Toll Free); Tel: 877-433-7827 (Toll Free); Fax: 202-401-8377; e-mail: WhiteHouseforHispanicEducation@ed.gov.; Spanish
Document Type: Guides--Non-classroom (055); Multilingual/bilingual materials (171)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Parents

As part of the White House Initiative on Educational Excellence for Hispanic Americans, this brochure (in English and Spanish) provides a guide to assist parents in helping their children become ready to read and to learn. The suggestions include: (1) talking to infants/toddlers to help them learn to speak and understand the meaning of words; (2) reading to infants every day starting at 6 months of age; (3) using sounds, songs, gestures, and words that rhyme to help infants learn about language and its uses; (4) pointing out printed words in home and other places; (5) taking children's books and writing materials whenever parents leave home with their children; (6) creating a quiet, special place in the home to read, write, and draw; (7) helping children see that reading is important; (8) limiting the amount and type of television watched; and (9) reaching out to libraries and community and faith-based organizations for help in finding age-appropriate books, showing creative ways to use books, and providing year-round children's reading and educational activities. (KB)

Descriptors: *Children; Hispanic Americans; *Learning Readiness; Multilingual Materials; *Parent Child Relationship; Parent Materials; *Parents as Teachers; Reading Aloud to Others; *Reading Readiness

A teacher in an East Tennessee elementary school observed after a year of kindergarten that her students had a hard time recognizing their letters based on the Brigance Test. She taught one letter a week by thematic instruction, and she was concerned her students would not be ready to read if they did not know their letters. A study was conducted to determine whether or not theme-based instruction with added tactile instruction would improve their letter recognition. Only four students from one kindergarten class participated as subjects because students were not to recognize the letters before they were taught. In the first phase, four students were taught by thematic instruction for two letters. In the second phase, the students were taught by thematic instruction with added tactile instruction for two different letters. The four students served as the control group for theme-based instruction and the treatment group for theme-based instruction with added tactile instruction. Treatment involved having students practice the uppercase and lowercase letter tactilely through various media four times weekly; students also vocalized the letter name while tracing it. The control group did not receive any tactile instruction. At the end of instruction, students were tested on their recognition of those letters that were taught by showing them flashcards of uppercase and lowercase letters. A paired sample t-test revealed no significant difference in general mean score between those who had tactile instruction and those who did not, suggesting that the use of thematic instruction with added tactile instruction did not improve students' recognition of upper or lowercase letters. (Contains 2 tables and a 44-item bibliography. Appended are approval forms.) (NKA)

Descriptors: Action Research; Comparative Analysis; Educational Research; *Instructional Effectiveness; *Kindergarten; *Kindergarten Children; Primary Education; *Reading Readiness
Identifiers: Comprehensive Inventory of Basic Skills (Brigance); *Letter Recognition; T Test; Tennessee (East)

ED448408 CS014158
Title: There Are Three Sounds in the Word CAT: How Phonemic Awareness Works To Facilitate Reading Acquisition.
Author(s) Bernstein, Leslie; Ellis, Nicole
Pages: 8
Publication Date: October 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; California

To answer the question of how phonemic awareness works to facilitate reading acquisition, this paper explores the fundamental connection between phonemic awareness, the alphabetic principle, and phonics in learning to read. The paper undertook a literature review to prove that phonemic awareness is an essential element in the path to literacy. It found that the evidence reveals that phonemic awareness can significantly bridge the critical gap between inadequate preparation for literacy and success in beginning reading. It also found that without an understanding about spoken language, students will have difficulty with the alphabetic principle and the letter-sound correspondence (phonics), all of which are necessary for success in reading. (NKA)

Descriptors: Basic Skills; *Beginning Reading; *Literacy; Literature Reviews; *Phonics; Primary Education; Reading Readiness
Identifiers: *Alphabetic Principle; *Phonemic Awareness

ED448464 CS217352
Title: Storytelling and the Emergent Reader.
Author(s) Malo, Eve; Bullard, Julie
Pages: 18
Publication Date: July 2000
Notes: Paper presented at the International Reading Association World Congress on Reading (18th, Auckland, New Zealand, July 11-14, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Guides--Non-classroom (055); Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Montana

Numerous studies have linked reading aloud to preschoolers and these children's later success as readers. But some of the parents with whom teachers work, whether they work at Head Start, childcare centers, or primary grades, have limited reading skills. However, the Hispanic, Native American, African American, Irish American, and many other cultures in the United States have long histories of storytelling. Teachers can learn from these cultural traditions of storytelling, enhancing the literacy experiences in their classroom and providing an important home-school link. The child who is consistently exposed to an oral tradition of stories gains skills that prepare him/her for reading. Some of the most important skills children can gain are: (1) the concept of story; (2) the many strands of plot; (3) comprehension of vocabulary; (4) internalization of character; (5) visualization; (6) natural rhythms and patterns of the language; (7) figures of speech and metaphors; (8) prediction skills; (9) concepts about the world; (10) listening and attending skills; (11) internalizing their culture; and (12) healthy self concept. Since telling stories is a successful way to encourage literacy, it should be promoted in the classroom. Beginning storytellers can start by sharing their own personal stories, recounting daily events and elaborating on past experiences. A storytelling workshop with a master storyteller, where parents and teachers can learn the basics of storytelling together, can also be sponsored. Listening to storytelling tapes is another alternative. (Lists 11 storytelling tips; contains 17 references.) (NKA)

Descriptors: *Beginning Reading; Class Activities; *Classroom Techniques; *Emergent Literacy; Oral Tradition; Parent Participation; Primary Education; Reading Readiness; *Skill Development; *Story Telling; *Teacher Role
Identifiers: *Prereading Skills

ED448434 CS014234
Title: Reading: Know What Works. A Practical Guide for Educators.
Author Affiliation: National Inst. for Literacy, Washington, DC.(BBB31782)
Pages: 36
Publication Date: July 2000
Notes: For the January 2001 update, see CS 014 235.
Sponsoring Agency: Office of Elementary and Secondary Education (ED), Washington, DC. (EDD00014)
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Institute for Literacy, 1775 I St., NW, Ste. 730, Washington, DC 20006. Tel: 202-233-2025; Fax: 202-233-2051; Web site: http://www.nifl.gov.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Practitioners; Teachers

Based directly on the findings from the National Research Council's report "Preventing Reading Difficulties in Young Children," this guide offers a "checklist" that will help teachers and principals recognize at a glance the key characteristics of quality reading programs identified in the research. The guide does not describe any single way to teach a child to read. It is divided into six parts: Understanding Reading Instruction; Reading Readiness; Beginning Readers; Intermediate Readers; Children with Special Needs; and Grade-by-Grade Accomplishments. The first 5 sections are not broken down by grade level. In the early grades, all children learn to read at different speeds and how to deal with different challenges. The "accomplishments" listed in the last section are based on grade levels to give teachers and parents a sense of what they can reasonably expect children to do as they become more skillful readers. (RS)

Descriptors: *Beginning Reading; Primary Education; Reading Achievement; *Reading Instruction; Reading Programs; *Reading Readiness; *Special Needs Students

ED448420 CS014193
Title: The Cognitive Foundations of Learning To Read: A Framework.
Author(s) Wren, Sebastian
Author Affiliation: Southwest Educational Development Lab., Austin, TX.(BBB00950)
Pages: 60
Publication Date: 2000
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: RJ96006801
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: Southwest Educational Development Laboratory (SEDL), 211 E. Seventh St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free); Web Site: http://www.sedl.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Texas

Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize information about K-2 reading assessment, instructional resources and strategies, and state standards; providing tools and resources that facilitate tracking student achievement data; and assessing the utility of the developed resources with practicing teachers. This framework, "The Cognitive Foundations of Learning to Read," was developed with external consultation over a 22-month period. The framework's content and the organization are derived from scientific research conducted in a variety of disciplines, such as education, linguistics, cognitive science, and psychology. The framework and the complementary resources were developed by SEDL staff in collaboration with 71 elementary teachers representing 7 elementary school campuses in 2 states, New Mexico and Texas. The framework contains the following sections: Creation of a Suite of Reading Resources; History of SEDL's Reading Project; Acknowledgments; SEDL's Framework and Complementary Resources; "The Reading Acquisition Framework: An Overview" (Wesley A. Hoover and Philip B. Gough); The Framework Elements (language comprehension, decoding, background knowledge, linguistic knowledge, phonology, syntax, semantics, decoding and the cognitive elements that support it, cipher knowledge, lexical knowledge, phoneme awareness, knowledge of the alphabetic principle, letter knowledge, concepts about print, reading comprehension, putting the pieces together); Using the Framework and Suite of Knowledge; and Glossary of Framework Elements. (NKA)

Descriptors: *Beginning Reading; *Cognitive Processes; Primary Education; *Reading Achievement; *Reading Comprehension; *Reading Readiness; Reading Research; *Reading Strategies; State Standards; Student Evaluation
Identifiers: Cognitive Research

Students entering first grade are not prepared to read. They lack the readiness skills that provide the foundation for success. Learning to read and write is a struggle, particularly for those students who have not had a variety of experience with reading and writing prior to entering school. In an effort to increase the readiness skills of at-risk kindergarten students, a strategic intervention using a combination of multilevel reading and writing activities was implemented in the instructional curriculum. Although much of the curriculum is fashioned around the concepts of Hall and Cunningham, additional strategies provided daily supplemental activity. The intent was to determine to what extent the addition of writing exercises led to improvement of reading readiness in the targeted population. The results of this study conclude that students had improved letter recognition and phonemic awareness. Advancements in concepts of print, recognition of sight words, color words, in addition to an increased vocabulary were among the achievements. The participants demonstrated an increased enthusiasm toward reading and writing. Contains 2 figures of data. Appendixes contain the parent questionnaire and assessment instruments. (Author/RS)

Descriptors: Action Research; *Instructional Effectiveness; Kindergarten; Primary Education; Reading Attitudes; *Reading Instruction; *Reading Readiness; Word Recognition; Writing Attitudes; *Writing Instruction
Identifiers: Phonemic Awareness

ED444115 CS014025
Title: Why Thomas Can Read: A Complete Tutorial. Prevents & Remedies Reading Disabilities.
Author(s) McCarthy, Kenneth E.
Pages: 200
Publication Date: 2000
ISBN: 0-9703205-0-7
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Basic Foundation Press, 1140 Hidden Oaks Drive, Menlo Park, CA 94025 ($32.50). Online at http://www.whythomascanread.com.
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; California

This book discusses the background and origins of reading problems, including poor reading instruction and frustrations of different instructional methods. The book presents a complete method for teaching basic skills needed in reading. Part 1 (What Every Parent Should Know about Learning To Read) contains the chapters: "Does My Child Have a Reading Problem?"; "Thomas and the Hornbook"; "Why Reading Problems Aren't Recognized at School"; "Reading Readiness"; and "Testing Results." Part 2 (The McCarthy Method--A Complete Tutorial) includes the chapters: "The Alphabet"; "Spelling and Phonics--A Syllable at a Time"; "Associating Spelling with Reading"; "Introduction to Syllabication"; "Syllabication Exercises"; "Basic Skill Review"; "Mechanics of Reading"; "Developing Speed and Comprehension"; "Stories for Beginning Readers"; and "Reinforcing Basic Skills." (Contains 39 references. Appendixes contain information on reading habits of Polynesian children from Tonga, a reading questionnaire check sheet, and a sample lesson plan sheet.) (EF)

Descriptors: *Beginning Reading; Elementary Secondary Education; *Phonics; *Reading Difficulties; *Reading Instruction; *Reading Readiness; *Reading Skills; Teaching Methods
Identifiers: Reading Anxiety; *Syllabication Ability

ED442117 CS217165
Title: The Importance of Nursery Rhymes.
Author(s) Danielson, Elaine
Pages: 12
Publication Date: 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120)
Geographic Source: U.S.; Texas

This paper examines the benefit of nursery rhymes in literacy acquisition. It begins by discussing the history and attribution of various rhymes and the linkage of nursery rhymes with Mother Goose. It then suggests literacy advantages of children who know nursery rhymes over children who do not, which include the abilities to: (1) learn the intonation patterns of a language; (2) learn new words and concepts; (3) understand the basis of learning to read and write; and (4) appreciate poetry. The paper concludes that exploring rhymes in games, poetry and songs are enjoyable ways to provide knowledge and skills that can later help children become successful readers and writers. (Contains 16 references.) (EF)

Descriptors: Early Childhood Education; *Literacy; *Nursery Rhymes; *Prereading Experience; *Reading Aloud to Others; *Reading Readiness; *Reading Skills
Identifiers: Reading Behavior

ED442079 CS013974
Title: Prereading Activities for Content Area Reading and Learning. Third Edition.
Author(s) Readence, John E.; Moore, David W.; Rickelman, Robert J.
Author Affiliation: International Reading Association, Newark, DE.(EYV38140)
Pages: 127
Publication Date: 2000
ISBN: 0-87207-261-4
Available from: EDRS Price MF01/PC06 Plus Postage.
Availability: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($15.95). Web site: http://www.reading.org.
Document Type: Book (010); Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Delaware
Target Audience: Practitioners; Teachers

Research has informed educators about the value of preparing students for reading in the content areas, but how do teachers begin the complicated task of planning effective prereading activities that maximize their students' learning? This book provides practical activities that promote the learning of adolescents in their daily work in content classrooms. This third edition of the book differs from the second edition in two significant ways. First, it contains updated material that reflects the most recent information that has been revealed about prereading activities, and second, it concludes with a new chapter that addresses the nuances of selecting, combining, and using prereading activities across lessons and units. Other chapters offer valuable strategies for asking and answering questions before reading, forecasting passages, understanding vocabulary, graphically representing information, and writing before reading. The wealth of strategies and the expanded reference list offered in the book will help teachers make printed materials in all content areas understandable and interesting to students. (NKA)

Descriptors: Adolescents; *Content Area Reading; Instructional Effectiveness; *Learning Strategies; *Reading Comprehension; *Reading Readiness; Secondary Education
Identifiers: *Prereading Activities; Prereading Exercises; Prereading Skills

This report describes a program for improving language and literacy development among young children. The targeted population consisted of public school children, ages three to five, enrolled in an early childhood special education program and an at-risk prekindergarten program. The problems of delayed language and literacy development skills were documented by parent and teacher surveys, parent reports that document literacy skills, and observations by trained professionals. Analysis of probable cause data revealed that many at-risk students display a deficit of language and literacy development related to vocabulary and phonemic awareness. The kindergarten staff has reported students are entering kindergarten unprepared in the area of reading readiness. Review of the research suggested that delays in the areas of language and literacy development if left unaddressed early in the child's life, would follow them throughout their school career and workplace. A review of solution strategies suggested by researchers in the field of education, combined with an analysis of the problem setting resulted in the development of a district wide program for improving language and literacy development. The program involved the implementation of a literature-based early childhood curriculum. Prior to the implementation of this curriculum, the children were given a phonemic awareness inventory. The curriculum was based on children's literature that was predictable, followed a familiar sequence, had repetitive patterns, and had concepts that were familiar to most early readers. Based on the chosen children's literature each child was given a pretest on the key vocabulary. After exposure the children were given a posttest to reassess their vocabulary. At the end of the school year, the children were reassessed to document any changes in their knowledge of phonemic awareness. Post intervention data indicated that the students made gains in the areas of vocabulary development and improved phonemic awareness. The children displayed increased motivation during classroom activities and a new appreciation for literature. The prekindergarten children demonstrated improved book handling skills, an awareness of rhyming words, increased participation in classroom libraries, utilization of classroom writing centers, and increased awareness of print. (Contains 43 references.) (Author/RS)

Descriptors: Action Research; Childrens Literature; High Risk Students; *Instructional Effectiveness; *Language Acquisition; Preschool Education; *Reading Readiness; Special Education; *Vocabulary Skills
Identifiers: *Phonemic Awareness; Print Awareness

ED432752 CS013696
Title: Children Who Desperately Want To Read, but Are Not Working at Grade Level: Use Movement Patterns as "Windows" To Discover Why. Part IV: Crossing All Three Midlines Automatically.
Author(s) Corso, Marjorie
Pages: 13
Publication Date: September 1999
Notes: For Part I, see ED 402 549; for Part II, see CS 013 652; Part III, see CS 013 695.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Guides--Non-classroom (055); Opinion papers (120)
Geographic Source: U.S.; Colorado

This paper contends that a person's readiness for academic learning should be based on his/her developmental readiness, not on chronological age requirements. Human beings develop at their own neurological rates (biological clock). The paper first cites research on a "sensitive learning period" in which learning is mastered in a more efficient manner. It then traces three imaginary midlines used to better evaluate children's developmental levels both in body-space and paper-space, defines the terms used for different types of skills, and provides examples of these skills. The paper suggests activities to develop these different skills in combination with reading, writing, math, spelling, and social studies. It also offers the following insights: (1) use movement activities that encourage the child to be active; (2) a child learns only when things interest him/her; (3) children enjoy playing because it is challenging to them, not because it is easy for them; and (4) some children learn primarily through the kinesthetic (moving and tactile) mode. The paper concludes with a list of messages that parents often send to young children about learning developmental motor skills and another list of messages that children often hear from their teachers at school. Contains 24 references. (NKA)

Descriptors: Developmental Stages; *Individual Development; *Learning Processes; *Learning Readiness; Physical Activities; Preschool Education; *Reading Readiness; School Readiness; *Skill Development

ED431272 EC307254
Title: Working with Fathers of Young Children with Disabilities To Develop Print Literacy.
Author(s) Ortiz, Robert W.; Stile, Steve; Tanabe, Juan S.
Author Affiliation: New Mexico State Univ., Las Cruces.(QII59610)
Pages: 9
Publication Date: March 12, 1999
Notes: Paper presented at the New Mexico Federation Council for Exceptional Children Conference (March 12, 1999).
Sponsoring Agency: Eastern New Mexico Univ., Portales. (QII23424)@New Mexico State Dept. of Health, Santa Fe. (BBB29544)@New Mexico State Dept. of Education, Santa Fe. (QII59550)
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Descriptive (141); Speeches/meeting papers (150)
Geographic Source: U.S.; New Mexico

This paper first presents a rationale for involving fathers in early literacy development and then offers a model for training fathers of children at-risk or with disabilities. Previous research has found two reasons given by fathers for their involvement in literacy development: first, to provide a "head start" in reading and writing, and, second, to increase bonding. Project DADS (Dads as Developmental Specialists) is based on a model which involves recruitment of fathers and authentic observation in which emerging child behaviors and the father's matching facilitating behaviors are identified prior to training. Next the Project DADS study is described. Between March and October 1999, Project DADS provided 8 hours of training to 90 fathers of young (birth through age 5) children with disabilities. This study is investigating the following questions: (1) what are the demographics of the volunteer trainees and their children? (2) what are the perceptions of trainees concerning the value of father-child literacy activities? (3) what is the attrition rate for participating fathers and the reasons given? (4) what are the trainees' current literacy practices? (5) what are the fathers' perceived strengths and weaknesses regarding father-child literacy? (6) what child-literacy goals do the fathers set for themselves and their children? and (7) to what extent are the fathers successful in implementing the knowledge, skills and attitudes developed in the training program? Contains 23 references. (DB)

Descriptors: *Disabilities; Early Childhood Education; *Fathers; *Literacy Education; Models; Parent Child Relationship; *Parent Education; Parents as Teachers; Prereading Experience; Reading Readiness; Training; Young Children

ED439781 PS028357
Title: Starting Out Right: A Guide to Promoting Children's Reading Success. Specific Recommendations from America's Leading Researchers on How To Help Children Become Successful Readers.
Author(s) Burns, M. Susan, Ed.; Griffin, Peg, Ed.; Snow, Catherine E., Ed.
Author Affiliation: National Academy of Sciences - National Research Council, Washington, DC.(FGK56081)
Pages: 193
Publication Date: 1999
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)
Contract No: HO23S50001
ISBN: 0-309-06410-4
Available from: EDRS Price MF01/PC08 Plus Postage.
Availability: National Academy Press, 2101 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055 ($14.95). Tel: 800-624-6242 (Toll Free); Tel: 202-334-3313; Web site: http://www.nap.edu
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia

Noting the increasing number of students who cannot read, this book shows parents, educators, caregivers, policymakers, and others how to promote the reading success of young children. It focuses on children from birth through the first 5 years of formal schooling, and includes practical guidelines, program descriptions, advice on resources, and strategies for use in everyday life (including practical literacy and language activities for parents and their young children) and activities and practices for classrooms. Following a brief introduction, the first chapter discusses the process of reading. This chapter outlines the characteristics of good readers, circumstances that promote reading, and the kinds of opportunities that enable children to be successful readers. The next chapter focuses on children through age four. This chapter covers the key aspects of language and literacy and activities for very young children; the role of home, day care, and preschool environments in literacy development; and language and literacy activities in preschool. The third chapter looks at children in kindergarten through third grade and provides families and communities a basis for understanding and helping as teachers work with children at this level of reading development. This chapter describes the elements of effective classroom instruction in the early grades. The last chapter addresses reading difficulties and features a variety of interventions to help struggling readers, such as tutoring, pull-out remediation programs, and dramatic school restructuring. (Contains over 100 references.) (TJQ)

Descriptors: *Beginning Reading; Classroom Environment; Early Childhood Education; Early Intervention; Early Reading; Elementary Education; *Emergent Literacy; Language Acquisition; Learning Activities; Parent Role; *Reading Ability; Reading Difficulties; Reading Improvement; *Reading Instruction; *Reading Readiness; Reading Skills; Teacher Role
Identifiers: Learning Environment

ED438933 PS028356
Title: Much More than the ABCs: The Early Stages of Reading and Writing.
Author(s) Schickedanz, Judith A.
Author Affiliation: National Association for the Education of Young Children, Washington, DC.(FGK56164)
Pages: 178
Publication Date: 1999
Notes: Revised and expanded version of "More Than The ABCs," see ED 266 878.
ISBN: 0-935989-90-0
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: NAEYC, 1509 16th Street, N.W., Washington, DC 20036-1426 (order no. 204, $8). Tel: 800-424-2460 (Toll Free); Tel: 202-232-8777; Fax: 202-328-1846; Web site: http://www.naeyc.org.
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Target Audience: Parents; Practitioners; Teachers

Based on the premise that without a solid foundation of literacy knowledge and skill, children will have difficulty benefiting from first grade reading and writing instruction, this book for parents and teachers provides a comprehensive introduction to literacy development from infancy through preschool. The book emphasizes age-appropriate methods, books, and materials for encouraging emergent literacy. Chapter 1, "The Early Years: A Time To Begin," discusses myths about literacy development. Chapter 2, "The Beginning: Babies and Books," focuses on infants' and toddlers' interactions with books at various developmental stages and describes sharing books with them in group settings. Chapter 3, "Preschoolers and Books: Contexts for Learning about Language and the World," discusses contributions of book experience to language learning and background knowledge, and presents strategies to facilitate these contributions. Chapter 4, "Preschoolers and Books: Contexts for Reading, Props for Children's Play," discusses how children use books to practice reading and being a reader, and how books can be used in classroom book centers and as props to support play. Chapter 5, "Young Children and Writing," examines young children's writing development and presents ways to support early efforts. Chapter 6, "Organizing the Environment To Support Literacy Development," describes literacy materials and activities for group settings. The book's two appendices offer advice to parents and provide an excerpt from the joint position statement of the International Reading Association and the National Association for the Education of Young Children. Bibliographies for age-appropriate children's books are listed throughout the book, and each chapter contains references. (KB)

Descriptors: Beginning Reading; Bibliographies; Child Development; *Classroom Environment; Early Childhood Education; Early Experience; *Emergent Literacy; Infants; Learning Activities; Learning Centers (Classroom); Learning Strategies; Parent Influence; Play; *Prereading Experience; Reading Readiness; Teacher Influence; Writing Readiness; Young Children

ED434309 CS013687
Title: Ready, Set, Read! Hundreds of Exciting, Skill-Appropriate Ready-To-Use Reading Readiness Activities. Pre-K-1.
Author(s) Feldman, Jean R.
Pages: 239
Publication Date: 1999
ISBN: 1-884548-28-8
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Crystal Springs Books, Ten Sharon Road, P.O. Box 500, Peterborough, NH 03458-0500. Tel: 800-321-0401 (Toll Free).
Document Type: Book (010); Guides--Classroom--Teacher (052)
Geographic Source: U.S.; New Hampshire
Target Audience: Parents; Practitioners; Teachers

Designed to be useful for teachers, students, and parents, this resource book contains skill-appropriate, easy-to-follow activities for emergent readers. Noting that helping children become successful readers by developing reading readiness skills and a love for literature requires careful planning and instruction, the book states that children need to be read to and talked with, and they need to learn in print-rich environments that inspire the desire to learn. The games, songs, and hands-on activities in the book give children opportunities to develop these readiness skills as they construct knowledge and make meaningful connections. Following an introduction, the book is divided into the following broad sections: Teachers Plus!; Literature Experiences for the Daily Schedule; Assessment; Visual Skills Activities; Auditory Skills Activities; Small Motor/Eye-Hand Coordination Skills Activities; Oral Language Skills Activities; Books & Beyond Activities; and Parents Plus! Ideas, Sample Letters, and Activities. An appendix contains reproducible materials. (NKA)

Descriptors: *Beginning Reading; Early Childhood Education; *Emergent Literacy; Eye Hand Coordination; Learning Activities; Learning Readiness; Oral Language; *Reading Readiness; *Reading Writing Relationship; *Skill Development
Identifiers: Activity Based Curriculum; Print Awareness

ED450418 CS217469
Title: Getting Ready To Read: Emergent Literacy and Family Literacy.
Author(s) Lonigan, Christopher J.; Whitehurst, Grover J.
Pages: 33
Publication Date: December 01, 1998
Sponsoring Agency: National Inst. of Child Health and Human Development (NIH), Bethesda, MD. (BBB00456)@Administration for Children and Families (DHHS), Washington, DC. (BBB33565)@Pew Charitable Trusts, Philadelphia, PA. (BBB28123)
Contract No: 1HD-RO3-36067-01A191-01249-00090-CD-095790-YD-0026
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: For full text: http://www.dr.sbs.sunysb.edu/pubs/evenstartchapter.html.
Document Type: Information Analysis (070)
Geographic Source: U.S.; Florida

A recent analysis of Even Start, the federal family literacy program, has concluded that the relative emphasis in many local programs has shifted too far toward background issues of family functioning and too far away from focused efforts to enhance literacy skills (Haslam, 1998). In keeping with this analysis, the time seems to be right for a renewed emphasis on children's literacy within family literacy programs. Noting that the last decade has seen an explosion of research in the development of reading in children and on the precursors within the preschool period of reading readiness which has provided fundamental insights into the nature of reading, this paper seeks to present a brief survey of this new knowledge base, with the particular aim of highlighting work that is relevant to family literacy programs. The paper focuses on examining research on emergent literacy and its components. The data examined indicate that there are a number of interventions for preschool and early grade school children that make a significant impact on the key emergent literacy skills of children. The paper then discusses policy implications for family literacy programs. Contains a figure and 167 references. (NKA)

Descriptors: *Beginning Reading; Early Intervention; *Emergent Literacy; *Family Literacy; Literature Reviews; Preschool Education; Program Evaluation; Reading Readiness; Reading Research; *Student Needs
Identifiers: Even Start; Policy Implications

ED429272 CS013520
Title: Assessing Readiness.
Author(s) Meisels, Samuel J.
Author Affiliation: Center for the Improvement of Early Reading Achievement, Ann Arbor.(BBB34978)
Pages: 37
Publication Date: November 01, 1998
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R305R70004
Report No: CIERA-R-3-002
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259; Web site: http://www.ciera.org
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Michigan

In response to the first of the National Education Goals (1991), which reads, "all children in America will start school ready to learn," this paper addresses four interpretations of the term "readiness" and the methods that have been devised to assess children's learning at the outset of formal schooling. The idealist or nativist view claims that children's proficiency in school is a function of the child's maturation. The empiricist or environmental view sees readiness in terms of proficiency with a specific set of skills. The social constructivist perspective describes readiness as a function of the meanings and values assigned by an individual school community. Each of these views presents dilemmas for young children's learning and teachers' instruction. The paper identifies a fourth view--the interactionist--as a means for resolving these dilemmas. This perspective attends both to what children know and to the capacity of schools to adapt experiences for children who demonstrate different strengths and needs. The instructional tasks that emerge are grounded in a comprehensive assessment of the child's skills, knowledge, behaviors, and accomplishments. Contains 84 references and 3 tables and a figure of data. (RS)

Descriptors: Definitions; *Learning Readiness; Primary Education; *Reading Achievement; *Reading Readiness; *School Readiness

ED429082 TM029577
Title: Every Child Reading: An Action Plan of the Learning First Alliance.
Author Affiliation: Learning First Alliance, Washington, DC.(BBB35396)
Pages: 30
Publication Date: June 1998
Available from: Document Not Available from EDRS.
Availability: American Federation of Teachers, 555 New Jersey Ave. NW, Washington, DC 20001 ($3).
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Target Audience: Community; Practitioners

This action plan for reading success calls for educators, policymakers, and others to adopt practices that are consistent with available research on how to teach reading effectively. In early childhood, parents, care providers, and other community members should give children a strong base of cognitive skills related to print, background knowledge, and a love of books. In the first grade, common instructional practices are often inconsistent with the most current research findings. All students should be taught phonetic decoding strategies, although those who acquire reading easily can move through this instruction quickly. By second grade, children should be able to sound out short phonetically regular words, know many "sight" words, and have good reading comprehension skills. To foster these goals, educators and policymakers should work for better teacher education and professional development, increased parent participation, whole school adoption of effective research-based methods, improved diagnostic assessment, and increased reading research. (Contains 24 references.) (SLD)

Descriptors: *Beginning Reading; *Educational Planning; Educational Research; Parent Role; Professional Development; Reading Achievement; *Reading Instruction; Reading Readiness; Research Utilization; *Skill Development; *Teacher Education; Teacher Role

This project was developed and implemented to increase the target students' phonemic awareness in order to be able to make sense of the alphabetic principle and become successful independent readers. The objectives for the project were for 8 of the 10 target students to score 80% on the posttests of rhyme detection, blending, and the Yopp-Singer Test of Phoneme Segmentation. The target students were presented activities to develop each of the objectives during the 12-week implementation project. One of the three objectives was met by the end of the time frame. Contains 20 references. Appendixes include a phonemic awareness survey; phonemic awareness survey results; Taylor Phonemic Segmentation and Blending Test; Taylor Phonemic Segmentation and Blending Test Graph; First Grade Diagnostic Survey Summary; A.L.L Diagnostic Survey Compositef Scores; Pre-Post Test: Rhyme Detection; Pre-Post Test: Blending; Yopp-Singer Test of Phoneme Segmentation; PrePost Test Graph; a 30-item bibliography; Family Letter 1; Family Letter 2; Rhyme Activity Sheet; Ending Sound Activity Sheet; and Family Letter 3. (Author/RS)

Descriptors: Grade 1; *High Risk Students; *Instructional Effectiveness; Primary Education; *Reading Improvement; *Reading Instruction; *Reading Readiness; Reading Research
Identifiers: *Phonemic Awareness; *Phonological Awareness

ED423517 CS013289
Title: Tutoring Children in Reading and Writing: A Step-by-Step Guide. Book 1: Kindergarten.
Author Affiliation: Family Learning Association, Bloomington, IN.(BBB35227); ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.(BBB30995)
Pages: 81
Publication Date: 1998
Notes: "With Kay Sloan." For Book 2, see CS 013 294.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: RR93002011
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: Family Learning Association, P.O. Box 5249, Bloomington, IN 47407 ($11.95).
Document Type: Guides--Non-classroom (055); ERIC product (071)
Geographic Source: U.S.; Indiana
Target Audience: Parents

Noting that parent involvement could be the single most important factor in children's success in school, this book helps parents act as tutors in reading and writing for their kindergarten children. It offers both general guidelines and specific strategies and activities to use for accomplishing specific objectives, such as improving decoding skills and using comprehension strategies. Activity sheets follow many of the lessons. After a word to parents and an introduction, chapters in the book are: (1) Get Ready To Read and Write; (2) Create an Interest in Reading and Writing; and (3) Help Your Child Learn To Read. A 16-item glossary; tips for tutoring; advice for helping children feel good about themselves; and a list of 57 preschool books, 51 read-aloud books and Internet sites, and 38 predictable books are included. (RS)

Descriptors: *Beginning Reading; *Kindergarten; Kindergarten Children; *Parent Participation; *Phonics; Primary Education; Reading Attitudes; Reading Readiness; *Reading Skills; *Tutoring; Word Recognition; Writing Attitudes

ED423065 PS026903
Title: How To Read with Your Children. Parent/Caregiver's Guide and Educator/ Workshop Leader's Guide.
Author(s) Wilken, Phyllis A.
Pages: 200
Publication Date: 1998
ISBN: 1-57035-112-01-57035-114-7
Available from: Document Not Available from EDRS.
Availability: Sopris West, 4093 Specialty Place, Longmont, CO 80504; phone: 800-547-
6747; 303-651-2829; fax: 303-776-5934; World Wide Web: http://www.sopriswest.com (Order No. C85PG, Parent/Caregiver's Guide: ISBN-1-57035-112-0, $9; Order No. C85EG, Educator/Workshop Leader's Guide, : ISBN-1-57035-114-7, $9; Order No. C85EPSET for both guides, $16. Add $4 shipping and handling. Colorado residents must add sales tax).
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Colorado

This document consists of two guides relating to reading with preschool and primary grade children, the first for parents and caregivers providing ideas for making reading aloud with children a natural and enjoyable part of family life, and the second for educators and workshop leaders outlining workshops to encourage family reading. Section 1 of the parent's guide discusses the importance of reading to children and introduces the program. Section 2 describes how to prepare children for school, selecting books for children, where and when to read with children, how to read with children, positive comments to make to children while reading, and making the reading/writing connection. Section 3 contains appendices reviewing research on reading and describes the Family Reading Club and the Reading Partners Program at Garden Hills Elementary School in Illinois. Section 1 of the leader's guide introduces the program, discusses why educators should facilitate family reading, and describes how to use the program. Section 2 provides three sample workshop agendas; outlines workshop information on preparing children for the program, book selection, reading procedures, and making the reading/writing connection; and contains reproducible masters for workshop materials. Section 3 presents information on publicity for the workshops, including evaluation suggestions, announcements, and registration forms. (Contains approximately 40 references.) (Author/KB)

Descriptors: Early Childhood Education; Family Literacy; *Literacy Education; Parent Child Relationship; Parent Materials; Parents; *Parents as Teachers; *Reading Aloud to Others; Reading Material Selection; Reading Readiness; Reading Writing Relationship; Teaching Guides; Workshops; *Young Children
Identifiers: Partner Reading

ED421276 PS026780
Title: Everyday Creative Play: Simple Fun Things You Can Do To Help Your Young Child Learn.
Author(s) Church, Lisa R.
Pages: 224
Publication Date: 1998
ISBN: 1-57749-069-X
Available from: Document Not Available from EDRS.
Availability: Fairview Press, 2450 Riverside Avenue South, Minneapolis, MN 55454; phone: 800-544-8207; World Wide Web: www.Press.Fairview.org (U.S., $13.95; Canada, $19.95).
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; Minnesota
Target Audience: Parents

Noting that parents are their children's first teachers, this book presents activities to help parents prepare their children for school. The chapters are: (1) "Getting Started," which discusses chores, hobbies, television viewing, socialization, preschool, learning styles, supplies, work area, and motivation; (2) "Reading," which suggests activities for use in the home, outside the home, and in the car; (3) "Writing," which discusses the alphabet, letters and sound recognition, and writing the alphabet; (4) "Numbers, Shapes, and Colors," which discusses counting, reading and writing numbers, measurement, money, telling time, calendars, shapes, and colors; (5) "Community," which presents activities for exploring world events and citizenship; (6) "Science," which suggests activities that help children explore the earth, the solar system, plants, and animals; (7) "Safety, Health, and Hygiene," which presents activities to help children learn good habits early; and (8) "Holiday Activities." Contains 41 references. (LPP)

Descriptors: Basic Skills; Beginning Reading; Childrens Writing; Early Reading; *Emergent Literacy; Health Activities; Holidays; *Learning Activities; Mathematics Activities; Parent Influence; *Parent Role; *Parents as Teachers; *Play; *Preschool Children; Preschool Education; Reading Readiness; Safety; Science Activities
Identifiers: Beginning Writing; Early Writing

ED421251 PS026717
Title: Your Child Learns To Read & Write.
Author(s) Fields, Marjorie V.
Author Affiliation: Association for Childhood Education International, Olney, MD.(BBB34891)
Pages: 116
Publication Date: 1998
ISBN: 0-87173-143-6
Available from: EDRS Price MF01/PC05 Plus Postage.
Availability: Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832; phone: 800-423-3563; World Wide Web: http://www.udel.edu/bateman/acei ($15, ACEI members; $18, nonmembers).
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; Maryland
Target Audience: Parents

Organized into five sections, this book discusses how children learn to read and write and provides suggestions for parents on how they can nurture children's growth in these areas. Section 1, "How Children Learn To Read and Write," explains general principles that apply to all early age groups. This section discusses how oral and written language interrelate by comparing a child's progress in learning to talk with progress in learning how to write. The section gives examples of how children learn to read and write from experiencing print-rich environments and being part of a literate society. Guidelines for assisting a child's general-knowledge base and intellectual development are included. The remaining sections of the book discuss age-specific aspects of learning to read and write. These sections are: (2) "Your Infant Starts on the Road to Literacy"; (3) "Your Toddler Becomes Aware of Reading and Writing"; (4) "Your Preschooler Gains Understanding of Print"; and (5) "Your Primary-Grader Begins To Read and Write." (LPP)

Descriptors: *Beginning Reading; *Childrens Writing; Early Childhood Education; *Early Reading; Emergent Literacy; Parent Influence; *Parent Role; Prereading Experience; Primary Education; Reading Readiness; Young Children
Identifiers: *Beginning Writing; *Early Writing

ED420053 CS013225
Title: Focus on Literacy, A to Z: A Reading Consultant's Handbook.
Author(s) Veatch, Angela, Ed.
Pages: 66
Publication Date: 1998
Notes: Exit Project, Curriculum and Supervision of Reading, Northeast Louisiana University. For the 1997 handbook, see ED 409 547.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Louisiana

This handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Sections of the handbook discuss reading readiness, word recognition, word analysis; word meaning, comprehension, and content area reading. The handbook also offers brief biographies of Jeanne Chall, Theodore William Clymer, Dolores Durkin, William Holmes McGuffey, John Pikulski, Jeannette Veatch, and Noah Webster. Appendixes offer the Reluctant Readers Index, a Reading Hot List (a 15-item list of World Wide Websites on reading), a 16-item list of books and journals, a 13-item list of tests for reading consultants, and a chart listing readability levels for all Newbery Medal books. (RS)

Descriptors: Biographies; Class Activities; Classroom Techniques; *Content Area Reading; Elementary Education; *Literacy; *Reading Comprehension; *Reading Readiness; Reading Teachers; Teaching Guides; *Vocabulary Development; *Word Recognition
Identifiers: Historical Background

ED418404 CS013180
Title: The Phonological Awareness Handbook for Kindergarten and Primary Teachers.
Author(s) Ericson, Lita; Juliebo, Moira Fraser
Author Affiliation: International Reading Association, Newark, DE.(EYV38140)
Pages: 112
Publication Date: 1998
ISBN: 0-87207-180-4
Available from: EDRS Price MF01/PC05 Plus Postage.
Availability: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139.
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Delaware
Target Audience: Practitioners; Teachers

This handbook offers a practical and comprehensive means of teaching and monitoring children's development of phonological awareness in the classroom. The handbook points out that studies have shown clearly that even informal phonological awareness activities, such as the natural and spontaneous word play found in stories, songs, and games, can result in positive gains in reading and spelling achievement. The handbook provides answers to frequently asked questions about phonological awareness, offers a possible teaching sequence, and suggests a variety of activities to enhance children's phonological awareness. Its activities are intended to help children enjoy playing with sounds and to build a strong foundation in sound play and knowledge of rhymes in preparation for higher level tasks. Pre- and postteaching tests are included in the Appendix to assist teachers in assessing their students' progress and development. Also included are helpful lists, materials, and resources. (NKA)

Descriptors: *Beginning Reading; Class Activities; *Kindergarten; Learning Activities; *Metalinguistics; *Phonetics; Primary Education; *Reading Readiness; Student Needs; Teaching Guides
Identifiers: *Phonemic Awareness; *Phonological Awareness; Phonological Processing

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