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

Reading Readiness: Research

Journal Articles

How to Obtain ERIC documents and journal articles

EJ639129 EC628947
Title: Written Language Awareness in Preschool Children from Low-Income Households: A Descriptive Analysis.
Author(s) Justice, Laura M.; Ezell, Helen K.
Source: Communication Disorders Quarterly, v22 n3 p123-34 Spr 2001
Publication Date: 2001
ISSN: 1525-7401
Document Type: Journal articles (080); Reports--Research (143)

Preschool children (N=38) from low-income households enrolled in Head Start were evaluated for written language awareness. Analysis indicated significant gaps in print, word, graphic, and metalinguistic awareness. Lowest performance was found in children's ability to identify contextualized print within illustrations and their understanding of the concept of word as it pertains to written language. (Contains references.) (Author/DB)

Descriptors: *Disadvantaged Youth; Literacy Education; Low Income; Poverty; Prereading Experience; Preschool Children; *Reading Readiness; Reading Readiness Tests; Written Language
Identifiers: *Project Head Start

EJ637754 PS532242
Title: Storybook Reading and Parent Teaching: Links to Language and Literacy Development.
Author(s) Senechal, Monique; LeFevre, Jo-Anne
Source: New Directions for Child and Adolescent Development, n92 p39-52 Sum 2001
Publication Date: 2001
Notes: Special Issue on: "The Role of Family Literacy Environments in Promoting Young Children's Emerging Literacy Skills.
ISSN: 1520-3247
Document Type: Journal articles (080); Reports--Research (143)

A 5-year longitudinal study examined the relations among home literacy experience, language, and literacy development in a middle-class sample. Findings indicate that those with highest exposure to reading aloud at home demonstrated advantages in spelling, decoding, and alphabet knowledge through grade 3. Recommendations urge frequent home exposure to storybook experiences, and capitalizing on performance advantages of children so exposed. (DLH)

Descriptors: Caregiver Speech; Child Language; *Emergent Literacy; *Family Environment; Language Acquisition; Literacy; Longitudinal Studies; *Parent Child Relationship; Parents; Parents as Teachers; Reading Aloud to Others; Reading Readiness; *Story Reading; *Vocabulary Development; *Young Children

EJ621407 EC626655
Title: Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-based Model and Its Clinical Implementation.
Author(s) Catts, Hugh W.; Fey, Marc E.; Zhang, Xuyang; Tomblin, J. Bruce
Source: Language, Speech, and Hearing Services in Schools, v32 n1 p38-50 Jan 2001
Publication Date: 2001
ISSN: 0161-1461
Document Type: Journal articles (080); Reports--Research (143)
Target Audience: Researchers

This longitudinal study examined predictors of second-grade reading outcomes in kindergarten children (N=604). Findings indicated that five kindergarten variables uniquely predicted reading outcomes in second grade: (1) letter identification, (2) sentence imitation, (3) phonological awareness, (4) rapid naming, and (5) mother's education. (Contains references.) (Author/DB)

Descriptors: Early Identification; Expressive Language; Grade 2; *Kindergarten Children; Letters (Alphabet); Longitudinal Studies; Mothers; Parent Background; Phonology; Predictor Variables; Primary Education; *Reading Ability; *Reading Difficulties; Reading Readiness

EJ618014 EC626320
Title: Teaching Phonological Awareness to Students at Risk for Reading Failure: An Analysis of Four Instructional Programs.
Author(s) Wanzek, Jeanne; Dickson, Shirley; Bursuck, William D.; White, Jennifer M.
Source: Learning Disabilities: Research & Practice, v15 n4 p226-39 Fall 2000
Publication Date: 2000
ISSN: 0938-8982
Document Type: Journal articles (080); Reports--Evaluative (142)

The content of four phonological awareness training programs was analyzed according to six principles of effective instructional design related to teaching students at risk for reading failure. Analysis revealed that no program effectively included all six principles, implying that teachers need to adapt programs to improve their effectiveness. Suggested adaptations are presented for each program. (Contains references.) (Author/DB)

Descriptors: Early Childhood Education; *Instructional Design; *Instructional Material Evaluation; Instructional Materials; *Phonology; *Reading Difficulties; Reading Materials; Reading Readiness; *Special Needs Students
Identifiers: *Phonological Awareness

EJ612792 CS759665
Title: What Really Counts in Early Literacy Lessons.
Author(s) Comber, Barbara
Source: Language Arts, v78 n1 p39-49 Sep 2000
Publication Date: 2000
Notes: Theme: Pondering Purpose.
ISSN: 0360-9170
Document Type: Journal articles (080); Reports--Evaluative (142)

Examines three children's early experiences of school literacy lessons to consider what makes a difference in their relative success and failure during the first months of school. Argues that how, whether, and to what extent children take up what teachers make available to them is inextricably connected with the repertoires of practices and knowledges the children already possess. (SR)

Descriptors: Academic Achievement; Academic Failure; *Beginning Reading; Case Studies; Classroom Research; *Emergent Literacy; Primary Education; Reading Readiness; Reading Research

EJ596979 EA536397
Title: The First Two R's.
Author(s) Black, Susan
Source: American School Board Journal, v186 n10 p44-46 Oct 1999
Publication Date: 1999
ISSN: 0003-0953
Document Type: Journal articles (080); Reports--Evaluative (142)

Researchers find that two factors hinder children's literacy development: parents and other adults who limit children's experiences and their use of language; and the Federal government's goal that children must come to school "ready to learn." Schools might interpret this push for readiness as a license to teach all children the same lessons at the same time. Children at emergent levels of literacy might fail and never catch up. (MLF)

Descriptors: Adult Education; Early Childhood Education; *Emergent Literacy; *Illiteracy; Learning Activities; Learning Theories; *Literacy Education; Parents as Teachers; Reading Readiness
Identifiers: *Even Start

EJ595733 PS529833
Title: Standards for Primary-Grade Reading: An Analysis of State Frameworks.
Author(s) Wixson, Karen K.; Dutro, Elizabeth
Source: Elementary School Journal, v100 n2 p89-110 Nov 1999
Publication Date: 1999
ISSN: 0013-5984
Document Type: Journal articles (080); Reports--Research (143)

Analyzes state standards for early reading/language arts from perspective of what is known about early reading and about standards. Reviews standards of 42 states, with emphasis on subset for grades K-3 in areas of equity, content, and specificity established by Council of Chief State School Officers. Discusses implications for development of local systems of curriculum, instruction, and assessment. (Author/LBT)

Descriptors: *Academic Standards; *Language Arts; Primary Education; Program Evaluation; *Reading Readiness; Reading Research; Reading Skills; State Departments of Education; *State Standards; Young Children
Identifiers: Council of Chief State School Officers; Standardization

EJ594875 EA536483
Title: Literacy Standards for Preschool Learners.
Author(s) Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.
Source: Educational Leadership, v57 n2 p42-46 Oct 1999
Publication Date: 1999
ISSN: 0013-1784
Document Type: Journal articles (080); Reports--Evaluative (142)

Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

Descriptors: *Benchmarking; Definitions; Early Childhood Education; Guidelines; Kindergarten; *Literacy Education; *Reading Readiness; *Reading Skills; *Skill Development; *Standards
Identifiers: *Developmentally Appropriate Programs; International Reading Association; National Academy of Sciences; National Association Educ of Young Children

EJ593624 PS529376
Title: The ABCs of the ABCs: The Development of Letter-Name and Letter-Sound Knowledge.
Author(s) McBride-Chang, Catherine
Source: Merrill-Palmer Quarterly, v45 n2 p285-308 Apr 1999
Publication Date: 1999
ISSN: 0272-930X
Document Type: Journal articles (080); Reports--Research (143)

This study investigated the development of alphabet knowledge among 91 nonreading children followed from the beginning of kindergarten through the middle of first grade. Findings suggested that alphabet knowledge consists of both letter-name and letter-sound knowledge, which have different developmental patterns and which have unique importance for predicting subsequent reading skills. (TJQ)

Descriptors: *Beginning Reading; Grade 1; Graphemes; Kindergarten; *Letters (Alphabet); Longitudinal Studies; Phonemes; Phonics; *Prereading Experience; Primary Education; *Reading Readiness
Identifiers: *Letter Recognition

EJ591814 PS529496
Title: Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs.
Author(s) Britsch, Susan J.; Meier, Daniel R.
Source: Early Childhood Education Journal, v26 n4 p209-15 Sum 1999
Publication Date: 1999
ISSN: 1082-3301
Document Type: Guides--Non-classroom (055); Journal articles (080); Reports-- Research (143)

Highlights qualitative studies from two preschools that view the framework of literacy use as socially constructed and embedded in social and cultural perspectives and practices of communities. Suggests ways to strengthen early-childhood programs, including greater use of writing and drawing materials readily available, additional orientation to shared story reading, and examination of assumptions underlying the concept of readiness. (LBT)

Descriptors: Classroom Environment; Early Childhood Education; *Emergent Literacy; Family Involvement; Instructional Materials; *Language Acquisition; *Literacy Education; Qualitative Research; Reading Readiness; Rural Areas; Social Experience; Story Reading; Urban Areas; Young Children
Identifiers: California (North); *Learning Communities; Project Head Start

EJ574196 PS529180
Title: The Role of Rhyme.
Author(s) Woods, Carol S.
Source: Montessori Life, v10 n4 p34-36,48 Fall 1998
Publication Date: 1998
ISSN: 1054-0040
Document Type: Journal articles (080); Reports--Research (143)

Examined rhyming ability of 67 children, ages 3 to 6, who had experienced at least average language stimulation. Found that 4 years 2 months was pivotal age; 17% younger and 76% of children this age and older able to rhyme. Devised suggestions for rhyming books and a sequence of rhyming activities to develop and refine rhyming skill. (KB)

Descriptors: Child Development; Class Activities; Cognitive Development; Cross Sectional Studies; Early Childhood Education; Learning Activities; *Preschool Children; Reading Materials; Reading Readiness; *Rhyme

EJ570778 PS528279
Title: Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample.
Author(s) Burgess, Stephen R.; Lonigan, Christopher J.
Source: Journal of Experimental Child Psychology, v70 n2 p117-41 Aug 1998
Publication Date: 1998
ISSN: 0022-0965
Document Type: Journal articles (080); Reports--Research (143)

Examined the relationship between phonological sensitivity and letter knowledge in 4- and 5-year-olds in a one-year longitudinal study. Found that phonological sensitivity predicted letter knowledge growth, and letter knowledge predicted phonological sensitivity growth, when controlling for age and oral language abilities. Also found that the reciprocal relationship between reading and phonological sensitivity is present prior to formal reading instruction. (Author)

Descriptors: Cognitive Development; *Knowledge Level; Letters (Alphabet); Longitudinal Studies; Phoneme Grapheme Correspondence; *Phonology; Predictor Variables; *Preschool Children; Preschool Education; Reading Readiness
Identifiers: Letter Recognition; Phonological Awareness; Phonological Processing; Phonological Skills

EJ569844 CG552480
Title: Selected Short-Term Memory Tests as Predictors of Reading Readiness.
Author(s) John, Kirk R.
Source: Psychology in the Schools, v35 n2 p137-44 Apr 1998
Publication Date: 1998
ISSN: 0033-3085
Document Type: Journal articles (080); Reports--Research (143)

Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for 36 primary-grade students over a two-year period. A letter sequences test was found to be the most frequently associated with reading performance. A memory-for-sentences task also showed a significant relationship to certain aspects of reading. (MKA)

Descriptors: Comparative Analysis; Predictive Validity; Primary Education; Reading Achievement; *Reading Readiness; *Short Term Memory

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