ED416465 CS013084
Title: Preventing Reading Difficulties in Young Children.
Author(s): Snow, Catherine E., Ed.; Burns, M. Susan, Ed.; Griffin,
Peg, Ed.
Author Affiliation: National Academy of Sciences - National Research
Council, Washington, DC. Commission on Behavioral and Social Sciences
and Education. (BBB21833)
Pages: 445
Publication Date: 1998
Notes: Prepared by the Committee on the Prevention of Reading Difficulties
in Young Children.
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)
Contract No: H023S50001
ISBN: 0-309-06418-x
Available from: EDRS Price MF01/PC18 Plus Postage.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUL1998
Suggesting
that empirical work in the field of reading has advanced sufficiently
to allow substantial agreed-upon results and conclusions, this literature
review cuts through the detail of partially convergent, sometimes
discrepant research findings to provide an integrated picture of
how reading develops and how reading instruction should proceed.
The focus of the review is prevention. Sketched is a picture of
the conditions under which reading is most likely to develop easily--conditions
that include stimulating preschool environments, excellent reading
instruction, and the absence of any of a wide array of risk factors.
It also provides recommendations for practice as well as recommendations
for further research. After a preface and executive summary, chapters
are (1) Introduction; (2) The Process of Learning to Read; (3) Who
Has Reading Difficulties; (4) Predictors of Success and Failure
in Reading; (5) Preventing Reading Difficulties before Kindergarten;
(6) Instructional Strategies for Kindergarten and the Primary Grades;
(7) Organizational Strategies for Kindergarten and the Primary Grades;
(8) Helping Children with Reading Difficulties in Grades 1 to 3;
(9) The Agents of Change; and (10) Recommendations for Practice
and Research. Contains biographical sketches of the committee members
and an index. Contains approximately 800 references. (RS)
Descriptors: *Beginning Reading; *Classroom Environment; Early Childhood
Education; Early Intervention; High Risk Students; Literature Reviews;
Primary Education; *Reading Difficulties; *Reading Instruction;
*Reading Research; Reading Skills; Research Needs; Teaching Methods
Identifiers: Reading Management
