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Blanton, William E.A Teacher's Guide to Preschool Reading Instruction.PREP-40.Indiana Univ., Bloomington.; National Inst. ofEducation (DHEW), Washington, D.C.DHEW-NIE-73-27625; PREP-407381p.

Superintendent of Documents, U. S. GovernmentPrinting Office, Washington, D. C. 20402 (StockNumber 1780-01115, PREP 40, $1.25, postpaid, 41.00GPO Bookstore)

F-$0.65 HC -$3.29Books; *Preschool Education; Publishing Industry;*Reading Instruction; *Reading Materials; *ReadingReadiness; Student Motivation; *Teaching GuidesPREP; *Putting Research into Educational Practice

ABSTRACTSince there is an increasing demand that teachers

teach reading at the preschool level, this guide is designed toassist preschool teachers. The first section-of the guide providesinformation on the following questions: When should formal readinginstruction begin? How does traditional kindergarten experienceaffect readiness for reading? Do perceptual programs affect readingreadiness and reading achievement? Is formal reading readinessinstruction more effective than informal reading reaainessinstruction? How effective is formal reading instruction at thepreschool level? Does formal reading instruction at the preschoollevel result in children experiencing emotional problems or adverselyaffect their attitudes toward reading? To what extent is thereevidence that formal preschool reading instruction is sufficientlyeffective that its practice should be widespread at the preschoollevel? How effective is preschool reading instruction througheducational television? Should teacher aides and parents be used inpreschool reading programs? The next section of the guide discussesinformal reading readiness, the language experience method, andformal reading readiness and instruction. Grouping for preschoolreading instruction is then described, and ways of motivatingchildren to read are discussed. Instructional materials for use inpreschool reading instruction are listed, together with theirpublishers. A list of over 900 books for preschool children is tnenprovided. Publishers who specialize in reading materials for allgrade levels are listed. The guide concludes with references. (DB).

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PuttingResearch intoEducationalPractice

A Teacher's Guide toPreschool Reading

Instruction

PREP Report No. 40

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Educat i n

DPUTTING RESEARCH INTO EDUCATIONAL PRACTICE

a synthesis and Interpretation of research, development, andcurrent practice on a specific educational topic

a method of getting significant R&D findings to the practi-tioner quickly

the best thinking of researchers interpreted by specialists, Insimple language

the focus of research on current educational problems

a format-which can be easily and inexpensively reproducedfor wide distribution

raw material in the public domain which can be adapted tomeet local needs

an attempt to Improve our Nation's schools through research

Use of funds for printing this publication approved by the Director of the Office of

Management and Budget July 27, 1970.

ti

DHEW Publication No. (NIE) 73-27625

A Teacher's Guide toPreschool Reading

Instruction

PREP Report No. 40

by

Dr. William E. BlantonIndiana UniversityBloomington, Indiana

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE/Education Division/National Instiitt, of Educ'ti,

U.S. Government Printing OfficeWashington: 1973

se

For sale by the Superintendent ofDocuments, U.S. Government Printing Off ice

Washington, D.C. 20402Price 51.25 domestic postpaid or 51.00 GPO BookstoreStock Number 1780.01115

Contents

Page

Research on Preschool Reading Instruction 1

When Should Preschool Reading Instruction Begin? 2What Are the Effects of Traditional Kindergarten Experiences

on Reading Readiness and Reading Achievement? 2What Are the Effects of Perceptual Training Programs on

Reading Readiness and Reading Achievement? 2Is Informal Reading headiness Instruction More Effective

Than Formal Readini Readiness Instruction? 2Which Is More Effective -- Formal Reading Instruction or

Formal Readiness Instruction? 3What Effect Does Preschool Reading Instruction Have on

Affective Behavior? 3What Effect Does Educational Television Have on Preschool

Reading Instruction? 5Should Teacher Aides Be Used for Preschool Reading Instruction? 5

Reading Readiness and Early Reading Instruction 6

Informal Reading Readiness 6The Language Experience Method 9Formal Reading Readiness and Instruction 11

Grouping for Preschool Reading Instruction 28

Needs Grouping 28Interest Grouping 28Research Grouping 28The Ungraded Primary Plan 30Multigrade or Multi-age Grouping 30

Motivating Children To Read 31

Classroom Labeling 31Recipe Reading 31Classroom Games 31Narrative Charts 31Classroom Plans 31Advertisement Collection 32Classroom Graffiti Board 32Bulletin Board Displays 32Hobby Centers 32

iii

Pages

Relating Time to ReadingSign and Billboard ReadingDirectionsMap Reading and ConstructionWeather ChartsPhotographic StimuliDramaMain CharactersPicture NarrativesWord-Picture CollagesBooksRecordings

323232323233333333343434

Materials and Books for Preschool Reading Instruction 35

Books for Preschool Children 48

Alphabet Books 484951

51and Machinery 52

525354555657575859596061

61

61

636363646565

Publishers of Reading Materials 67

AnimalsBeginningsCityConstructionCountingCoun:ryFamiliesFantasyGames and CraftsHuman BodyOpposites, Other Persp,ztivesPeoples of the WorldPlantsPoetry, Songs, and RhymesProblem-SolvingPuppetryRecordsRelationships With OthersSeas, Rivers, and OceansSizes and ShapesSoundsTalking About FeelingsTransportationWeather

References 71

iv

Research on Preschool Reading Instruction

Change has become the byword in pre-school education. Within the past decadethere has been almost continuous controversyconcerning whether preschool children shouldbe exposed to formal reading instruction. Theteacher is usually found to be in the middle ofthe preschool reading issue as decisions aremade by school systems to extend the ele-mentary school downward to include kinder-garten.

Teachers appear to be evenly divided onthe issue of preschool reading instruction.Those opposed to formal preschool readinginstruction base their argument on the beliefthat preschool children have not evolved tothe level of maturity necessary for learning toread. More important, they contend thatformal preschool reading instruction mighthave adverse effects on the social and emo-tional development of the young child.

In contrast, teachers proposing formal pre-school reading instruction assert that tradi-tional kindergarten experience is often aduplicate of the child's home environment.They also claim that children of today aremore stimulated than children of a decadeago, making them ready for reading instruc-tion earlier. Similarly, the proponents of pre-school reading instruction argue that manychildren enter 1st grade already reading. Last,they maintain that children who learn to readearlier will be better readers throughoutschool.

Regardless of whether the teacher stronglyagrees or disagrees with the position for for-mal preschool reading, the fact remains thatmore and more teachers are asked to teachreading at the preschool level. This fact hasstimulated a great deal of heated argument

1

among teachers, administrators, and parents.In more cases than not, teachers for or againstpreschool reading instruction base their posi-tion on subjective rather than objective evi-dence. As a result, questions which should beof main concern are often avoided or go un-answered. Among the questions that shouldserve as a focal point for discussion are thefollowing:

When should formal reading instruc-tion begin?How does traditional kindergarten ex-perience affect readiness for reading?

Do perceptual programs affect readingreadiness and reading achievement?

Is formal reading readiness instructionmore effective than informal reading

readiness instruction?

How effective is formal reading in-struction at the preschool level?Does formal reading instruction at thepreschool level result in children ex-periencing emotional problems oradversely affect their attitudes towardreading?To what extent is there evidence thatformal preschool reading instruction issufficiently effective that its practiceshould be widespread at the preschoollevel?

How effective is preschool reading in-struction through educational tele-

vision?

Should teacher aides and parents beused in preschool reading programs?

This section provides teachers with infor-mation on the aforementioned questions.

When Should Preschool Reading InstructionBegin?

Reasearch seems to indicate that formalreading instruction should not be delayeduntil a child reaches a mythical level of readi-ness. Likewise, the decision to implementsuch instruction should not use age as anindex of a youngster's readiness for readinginstruction. Ideally, factors such as materialsavailable, teaching procedures, the child'sbackground of experiences, and the individualneeds and characteristics of each child shouldbe considered before commencing formalreading instruction. In short, the "how" offormal reading instruction should be the focalpoint for making decisions.

What Are the Effects of Traditional Kinder-garten Experiences on Reading Readiness andReading Achievement?

The results of studies exploring the effectsof kindergarten on reading readiness and laterreading achievement are far from unanimous.A number of studies have been reportedwhich indicate that kindergarten experiencehas a positive effect on reading readiness. Ofparticular interest, however, is the fact thatthese positive effects tend to dwindle awayafter 1st grade. It is difficult to determinewhy some kindergarten programs are moreeffective than others, since instructional activ-ities are usually poorly defined. in short, wereally don't know how efficacious kinder-garten experiences are for reading readinessand reading achievement, particularly if onelooks at achievement beyond 1st grade.

What Are the Effects of Perceptual TrainingPrograms on Reading Readiness and ReadingAchievement?

The use of perceptual training programs atthe kindergarten level is based on researchsuggesting that reading disability is related topoor perceptual development. The theory isthat, if poor perceptual development causesreading disability, then perceptual trainingshould increase reading ability.

L._ 2

A number of perceptual training programshave been used at the preschool level. Theseprograms are based on the idea that improve-ment in perceptual abilities results in subse-quent improvement in reading ability.Available research indicates that many suchprograms are successful in increasing youngchildren's perceptual ability, although they donot appear to be too effective in increasingreading readiness or, later reading ability. Con-sequently, the following is a good "rule ofthumb" to follow in considering the use ofperceptual programs at the kindergarten level:If one's purpose is to increase children's per-ceptual ability, one should probably use a per-ceptual training program. If, on the otherhand, one's purpose is to improve readingreadiness and later reading achievement, onemight do well to select a readiness programmore closely related to the actual skills ofreading.

Is Informal Reading Readiness InstructionMore Effective Than Formal Reading Readi-ness Instruction?

The primary goals of traditional kinder-garten readiness instruction are to meet thesocial, emotional, and motor needs of thechild. Instruction is very informal, beingdetermined as the needs of the child emerge.This point of view is not shared by all educa-tors, however. Great numbers of educatorscontend that preschool children should beexposed to formal reading instruction. Al-though proponents of preschool reading donot clearly describe the content and processof formal preschool reading instruction,from the very limited descriptions of formalreading instruction, one might infer that itrepresents a systematic attempt to providelearning alternatives for children to reach pre-determined reading objectives. These objec-tives range from very global readiness skills toactual reading skills. As might be expected,learning alternatives are usually in the form ofcommercially developed reading materials orcarefully prepared teacher-made materials.

It is almost impossible to make generaliza-tions from the research exploring this topicbecause of the poor definitions of the pro-grams used. For example, formal preschoolreading readiness" programs have been de-fined in such vague terms as: sub-1st grade,informal, formal phonics-oriented, struc-

tured and sequential, individualized, orpermissive. On the other hand, it is possibleto make some generalizations from the re-search which has defined formal readinessinstruction as the use of commercially divel-oped materials.readiness programs are more effective thantraditional informal readiness programs. Onthe other hand, the long-term effects of for-mal readiness programs are not very clear. Forthe longitudinal studies reported, the positiveeffects of formal readiness instruction can heidentified as late as 3d grade.

Finally, there appears to be no conclusiveevidence attesting to the fact that readingreadiness ability can be significantly increasedthrough the use of published reading ma-terials. There is no firm evidence attesting tothe fact that children exposed to formal readi-ness instruction maintain their gains duringlater school years. To say that formal readi-ness instruction is superior to informal readi-ness instruction would put a strain on theevidence obtained from the literature. There-fore, the most reasonable conclusion appearsto be that there are probably a number ofeffective formal and informal reading readi-ness programs. These effective programs, how-ever, will remain obscure until investigatorsdescribe them in such detail that they may beresearched by other investigators.

Which Is More EffectiveFormal Reading In-struction or Formal Readiness Instruction?

In contrast to research on informal and for-mal readiness instruction is research dealingwith formal reading instruction. Unlike readi-ness instruction, formal reading instruction iscomprised of instruction along the continuum

3

from reading readiness to specific readingskills. Learning is accomplished as children areexposed to carrfuily sequenced and plannedlearning alternatives. In other words, thelearner is actually taught to read.

The amount of research dealing with for-mal preschool reading instruction is surpris-ing, particularly when leading authoritiescontend that very little research has been con-ducted. Unfortunately, most of the researchhas been limited to the study of the effects offormal instruction in kindergarten and later1stgrade achievement. Another severe limita-tion to the research is the fact that very fewresearcher:, have taken care in describing theirinstructional programs. Clearly, terms such as"formal reading instruction" and "customaryreadiness instruction" are meaningless. More-over, when important variables such as timespent on teaching reading, precise instruc-tional materials, measures to evaluate theeffects of instruction, and the like are notreported, it is difficult to replicate programsor design subsequent research. As a result, theresearch findings on formal preschool readinginstruction must be viewed with caution. As amatter of fact, it appears that the best thatcan be said at this point is that the researchsuggests that informal preschool reading in-struction ; just as effective as formal readinginstruction. At least this conjecture muststand until more longitudinal research is re-ported.

What Effect Does Preschool Reading instruc-tion Have on Affective Behavior?

The major criticism that teachers level atformal preschool reading instruction is thatsuch instruction will in some way interferewith the child's social and emotional develop-ment. In fact, the folklore of early childhoodeducation suggests a number of adverse sideeffects which might result from early formalreading instruction. Some of these beliefs areexamined below in light of the research, ifany, which supports them.

Forma; Reading Instruction Robs the Childof His Young Years.A belief widely heldamong opponents of formal preschool readinginstruction is that such instruction deprivesthe child of needed time for play and inter-action with his peers. This belief appears tobe unrealistic if only about 20 to 30 minutesa day is devoted to such instruction. A morereaiistic perspective would seem to be thatharm might result from what the child doesduring formal reading instruction and notfrom what he misses as a result of such in-struction. To say the least, this criticism isvery subjective. As a matter of fact virtuallyno research has been reported on the topic.

Formal Reading Instruction Causes Emo-tional Problems.A second warning given byopponents of formal reading instruction isthat such instruction causes emotional prob-lems. For example, Smith (1955) contendsthat it is possible that emotional problemsstem from attempts to teach children to readat very young ages. Smith bases her positionon reviews of more than 260 studies whichindicate that the incidence of emotional prob-lems in retarded readers ranges from 42 to100 percent. It should be pointed out, how-ever, that few of the children in the studiesreviewed were exposed to formal preschoolreading instruction. In other words, a causalrelationship among reading disability, emo-tional problems, and preschool reading in-struction has not been demonstrated.

The warning that young children who areexposed to preschool reading instructionmight eventually have emotional problemsmust come from research on teaching pre-school children to read. Unfortunately, onlyone study has dealt with this topic.

Mason and Prater (1966) examined thepsychosocial effects of formal reading instruc-tion on kindergarten children by having anexperienced 1st-grade teacher provide readinginstruction to a group of preschool children.A comparable group received a regular kinder-garten program. Tests of reading readiness and

4

personal-social adjustment adminstered after5 months of instruction revealed that boysexhibited less acceptable classroom behavioras a result of reading instruction. However, itwould be an overgeneralization of the resultsof this study to suggest that any relationshipexists between early reading instruction andemotional problems. Much more research isneeded.

Formal Reading Instruction Causes a Dis-like for Reading.Early reading instructionhas often been blamed for children's chronicdislike for reading. Clearly, presenting youngchildren with reading tasks for which theylack prerequisite skills might result in a dislikefor reading. On the other hand, presentingchildren with reading tasks for which they al-ready have prerequisite abilities might resultin the successful learning of reading. More-over, experiencing early success in readingmight nurture a mature kind of motivationfor learning reading skills. This kind of moti-vation might well sustain children through theunavoidable difficulties they will experiencelater in learning reading skills. Once again,however, little research has been reported onthis important topic.

Formal Reading Instruction Depresses In-dependence and Creativity.Another widelyheld belief among teachers is that formal pre-school reading instruction depresses independ-ence and creativity. Although this belief hasbeen widely accepted among opponents ofpreschool reading instruction, it has not beensubstantiated by research. Consequently, thistopic is examined in light of the author'sex per iencr;.

Formal reading instruction is highly con-trolled and makes great use of repetition andpatterned responses. Children exposed to suchinstruction demonstrate an increase in thespontaneity with which they approach newreading tasks.

With regard to creativity, it does seem thatthe traditional informal reading instruction

found in most preschools provides childrenwith opportunities to think creatively. On theother hand, from what is known about foster-ing creativity, it woula seem that formal read-ing instructioii might be used as a means tochallenge or teach the child to think creatively.

In summary, the fear surrounding the pos-sible ill effects of preschool reading instruc-tion appears to be unfounded. In more casesthan not, the side effects of preschool instruc-tion appear to be more beneficial than harm-ful. From the point of view of emotional andattitudinal development, perhaps the mostbeneficial side effect is that children tend todevelop pride and confidence in their abilityto learn to read. Consequently, formal reading

instruction might be an alternative for betteradjustment to academic work in later years.

What Effect Does Educational TelevisionHave on Preschool Reading Instruction?

Most teachers are aware of the fact that thecost of Preschool reading instruction for all

children is almost prohibitive. Educationaltelevision, however, may represent a finan-cially feasible alternative.

Preschool reading instruction through edu-cational television Pas been accepted by thepublic and by many educators with someenthusiasm (witness Sesame Street). Theeffectiveness of instruction through thismedium has been praised and questioned,

5

sometimes with more passion than objec-tivity. The educational community would bewell advised to withhold judgment on theeffectiveness of this approach until additionalevidence is offered. For example, it is notclear how 1st-grade programs should be artic-ulated with the content of preschool readinginstruction provided by television. Moreover,the real worth of this method must be deter-mined by longitudinal studies.

Should Teacher Aides Be Used for PreschoolReading Instruction?

Many preschool teachers cry out for assist-ance in meeting the needs of their pupils.Quite often they want teacher aides to jointhem in their classrooms, meeting and work-ing with students who need special help inreading readiness or reading instruction.

The effectiveness of teacher aides in pre-school reading programs has been examined ina few studies. In general, the help of aides,including , arents, has resulted in greater

achieveme c, perhaps because of increasedattention t ; individual children.

Success appears to be enhanced when theteacher has only one aide to manage. Asmight be expected, structure and feedbackhave a positive effect on the performance ofteacher aides. Consequently, it is wise that theteacher and teacher aide plan their activitiestogether.

Reading Readiness and Early Reading Instruction

Informal Reading Readiness

Readiness for reading instruction does notarrive at any particular chronological age; it isnurtured. it is possible for teachers to play avery real part in the development of readingreadiness. Although the ideas which followare not exhaustive, they may serve as a begin-ning point for readiness instruction and sug-gest ways of making the reading readinessexperiences of preschool children challengingand worthwhile.

Readiness to read is positively related tothe habituation of certain behavior and thedevelopment of certain skills and apprecia-tions, among these being language ability,motor ability, visual perception, auditory per-ception, a desire to read, and good workhab'ts. It is possible to develop these habitua-tions and skills through many activities.

Suggested Activities for Developing Read-ing Readiness.The following activities aresuggested for developing reading readiness inthe six above - mentioned areas.

Activities for developing language ability

Conversations between teacher andchild, and child and child, with thechild taking the initiative and doingthe greater part of the talking.Storytelling of old familiar storiessuch as The Three Bears, Rea RidingHood, etc., in which the child has anopportunity to tell a story he knowsor to participate by saying with youwhat the wolf said, etc.Dramatic play of planned and un-planned types (playing house, train,airplane).Choral speaking using Mother Goose

6

rhymes and other familiar and un-familiar poems.Use of children as messengers to otherrooms and to the office.Discussion about the pretty books inthe room and how they can be used,with the child making suggestionsalong with the teacher.Allowing the individual child time tothink and respond without apparenthurry on the teacher's part.Discussion by children of interestingpictures or treasures from home, theteacher giving help in increasing thecontent and length of sentences.Classification of objects: childrenmake charts of pictures illustratinggeneral ideas, such as fruits, vege-tables, furniture, animals, thingsmother does, etc.Games using adjectives: distinguishdifferent kinds of balls, chairs, toys,etc., such as small, hale, red, water,etc.; pretend and act out adjectivessuch as happy, kind, old, etc.; describeeach others' clothes.Storytelling with emphasis onsequence"What do you think hap-pened next?" "How would you endthis story?"Children arrange story pictures inproper sequence; tell the story the pic-tures tell.Children create original stories,rhymes, and riddles, individually cr asa group activity.Finger plays, dramatic games.

Activities for developing motor ability

Rhythmical work with music such as

skipping, hopping, and dancing.Drawing on large figure forms.Construction work.Trace around a form such as a circleor square, keeping on a line.Cut out forms, trying to cut on thelines.Fit objects together using nested

cubes, pegboard, simple jigsaw puz-zles, etc.Finger painting.Modeling with clay, sawdust crunch,and plasticene.Puppet plays.Work with blocks, pounding board,manipulative games, puzzles, construc-tion materials.

Activities for developing visual perception

Place several small familiar objects ona table covered by a cloth or a paper.Remove cover, exposing objects for afew seconds. Replace cover and askchildren to name as many objects asthey can. Gradually increa:$ the num-ber of objects.Place several objects under a cover onthe table. Expose them for a fewseconds. Have children close their eyeswhile one object is removed. Rear-range the remaining objects. Exposethem again and try to recall the

missing object.Expose a single large pattern for a fewseconds. Remove it and have childrendraw it from memory.Expose a picture containing a numberof items. Remove the picture and havechildren name as many items as theycan remember seeing.Describe some object and have chil-dren guess what it is. For example, "Iam thinking of something with large

ears, pink eyes, short tail," etc. Have

the children visualize while object isbeing described. Describe a child, hisclothes and appearance.

7

Have children match objects, colors,numbers, words.Put together jigsaw puzz!es.Have children count or name rows ofobjects left to right. Have them countwith finger, then with eyes alone.Use audiovisual aids.

Activities for developing auditory perception

Listen to familiar rhymes. Allow chil-dren to give the rhyming words.Listen to musical tones. Have childrentell which is higher, lower, alike,softer, louder, etc.Listen to a recording and interpret therhythm. Clap, march, skip, tip-toedowhat the music tells you.Listen to and identify differentsounds, such as wind, insects, bells,whistles, street noise.Have children identify words theyhear which begin alike, end alike.Answer riddles by selecting the cor-rect answer from pairs of words whichsound alike.

Have children listen to specific direc-tions and follow the instructionsexactly.Guess disguised voices, hidden sounds.Design listening games, such as choos-ing one child to be "it" and the grcupechoing the sounds 'rte makes.Use records or tapes which have re-corded sounds.

Activities for creating the desire to read

Call the attention of the child to hisname and that of others, to labels andposters around the room to show himthe real need for reading.Have the child match his name cardwith the one on the bulletin board.Use attractive picture books, lookingat them with the children and encour-aging comment.Begin a sentence about a well-knownobject and let the child finish it.

Read parts of a story to the childrenand give them an opportunity to endthe story as they think it will end;then read the author's ending.Read stories and poems to themoften.Show your love and respect for booksby the way you use them.Show the child how to open a book,how to turn pages and to care for thebooks.Show pleasure when a child asksabout books.Use audiovisual aids.Call attention to traffic signs, bill-boards, television ads, etc.Use library card.Use books for reference to help chil-dren learn to know books as helpfulsources of information.

Activities for developing good work habits

Have child learn to:Finish a task before leaving it.Work steadily without dawdling.Clean up when task is completed.Have simple tasks which he doesdaily and for which he is responsi-ble as a group member.

See that each child gets satisfactionfrom his work experiences.

Praise honest effort.S how pleasure when child hassuccesswhen he shows improve-ment.Give him positive suggestions ofwhat to do to improveavoid"don't" when efforts are un-successful.

Allow children opportunities to sharetheir work with others. Help themlearn to appreciate work done byothers of the group.

After providing readiness activities for chil-dren, many teachers are still in doubt as towhether their children are ready for actualreading instruction. Perhaps the following

8

skills checklist will provide the teacher withinformation on whether children are ready forreading. Certainly, when a child has masteredthese skills, he is capable of succeeding informal reading instruction.

Reading Readiness Skills Checklist

Name _ Class

Skill

1. Can note similarity in objects, signs,words, etc.

2. Can note differences in detail in sim-ilar objects, as three like children withone different.

3. Knows differences in orientation:which are going a different way;which are going left, right; which aregoing above, below; which are short,long.

4. Can note differences in words as: boy,boy, bag, boy.

5. Can hear rhyming words. Clap handswhen they hear the word whichrhymes with hot.

6. Can hear words which do not rhymewith a named word.

7. Can hear which word begins with adifferent letter as: car, candy, boy, cap

8. Can say the words in a group whichbegin with same letter as: baby, come,took, cup.

9. Can supply a rhyming word.

10. Can match objects with a picture.

11. Can match words as: in, it, in, is.

12. Can match letters with a printed letteras PLTUPM.

13. Visual memory of objects. Can find anobject flashed from several in a group.

MasteryYes No

14. Can find a letter from memory of sflashed card.

15. Can arrange a picture story withevents in correct sequence.

16. Can answer questions about a storywhich has been read.

17. Can retell in simple words, supplyingmain details, a story which has beenread aloud.

'I

18. Can remember the names of and beable to point out objects common toyoung children.

19. Can come before the class and tellabout some perscnal experience so thegroup may enjoy it.

20. Can interpret language through sound,as in choric speaking, dramatization,and singing.

21. Can gather, use, and understand newwords learned through new daily expe-riences.

22. Can recognize the colors of the spec-trum.

23. Can distinguish right and left.

The Language Experience Method

After the teacher has provided readinessexperiences for children and made carefulobservations of the skills they have mastered,she %A/di probably recognize that some are nowready for actual reading experiences. Theteacher may, however, be opposed to expos-ing children to commercially prepared readingmaterials. Nevertheless, failure to providereading experiences for children who areready is unfair. As a compromise, the teachermight consider using the language experienceapproach to beginning reading.

The language experience method has sev-eral advantages. For example:

The reading materials are related tothe child's experiences, making for ahigh degree of motivation.Reading for meaning is stressed.Complete sentences are used, allowingfor emphasis on context clues.Charts permit flexibility of content ofreading material.

On the other hand, this approach also has anumber of disadvantages. For example:

It is difficult to control vocabulary.Basic sight words may not be repeatedoften enough for mastery.When used exclusively it takes muchtime.It is difficult to adapt this type of in-

9

struction to needs and abilities of allchildren.It encourages memorization ratherthan mastery.

Steps in Teaching a Language ExperienceStory.The language experience approachusually results in a chart or story about aspecific topic. The tollowing procedures areoffered as a guideline for providing readinginstruction through the language experienceapproach. The suggested time span for devel-oping this activity with young children is 9weeks.

Step One: First 3 Weeks

Procedure

1. Readiness

Read a story to the children.Show the story pictures in the story.Talk about the story with the children.Ask the children questions about the story.or:Show the children a film or filmstrip.Let the children discuss the film.Let the children "act out" the story.Ask the children questions about the sicry.or:Play a record for the cruldren.If the record tells a story, ask the ctuidren about it.If the record teaches a song or dance, let the chil-dren sing or dance as the record says.or:Talk to the class about something which all ormost of the children know about. i might bethe time of year, classmates, etc. Then say some-thing like, "Boys and girls, now we are going towrite a story about what we have lust said. You tellme the story, and I will write down what you say."

2. Title

Ask for the name of the story. You might say,"What can we call our story?" Usually the childrenwill select a title. If they cannot decide upon atitle, let them choose from several titles For exam-ple, "What do you think would be a good title forour story?" More than one title may be given. Ifthis is the case, you might say,, "Let's choosebetween Jane's title, 'Going to Town', and Frank'stitle, 'Downtown' ".Let each child know that you appreciate what hehas said, such as, "Thank you, Tom. That is a goodtitle."When the title has been selected, print the title onthe chalkboard.

3. Story

Ask the class for the first line of the story. Severalchildren may talk at the same time. If they aresaying the same thing, write a four- or five-wordsentence about what they are saying. Yot, may callon different children to give you a sentence for thestory.Write the rest of the story the same way. Remem-ber to keep the sentences and the story short.Say each word as you write it on the board.

When the children have told you the story, read itto them.Point to each word as you read it aloud.Next have different children read the story onesentence at a time, to the rest of the class.Be sure to tell a child the right word when hemiscalls the word.Write the story on a large chart.

4. Review

Have the children reread the story at differenttimes. Have the children point so that when youread (exactly the same order of words that theypoint to) the stoy "comes out" right.

5. Followup

Give the children 8" by 12" pieces of blank paper.Point to a letter on the chart.Tell the children the name of the letter.Tell the children to write the letter on paper.Check eacn child's work.Correct the work, if necessary.Dc no more than one to three letters in a dayMaterialsChalkboard chalk8" by 12" sheets blank paperLarge chart paper - felt pen

Step Two. Sccood 3 Weeks

Procedure

Same as Step One, except the teacher writes the story onchart paper instead of the chalkboard.

1. Followup

The teacher points to a word she has written onthe chart.She tells the children the word.She writes the word on a blank card.The teacher calls on several children to match theword card with the word in the story.The same thing is done with several words.The teacher gives the children blank cards.

The childrer, write the word on blank cards.The teacher checks the students' work.Several words are written this way.Materials.Chart paper felt penBlank word cards pencils

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Step Three: Third 3 Weeks

Procedure

Same as Step One except story is written on chart paper1. Followup

Teacher writes sentences in the story on blanksentence cards.

Students put sets of word cards into the sameorder as the words in the sentence.Students match sentence cards with sentences onthe chart.Students put sets of sentence cards into the sameorder (top to bottom) as the sentences on thechart.Students read the sentences to the class.The teacher gives the students blank sentencecirds.Students are told which sentence to write from thestory.The teacher checks the students' work.Students write several other sentences from thestory in the same way.MaterialsChart paper - felt penBlank sentence cards pencils

Possible Topics for Class Experiences Stories

The Trip to School Each MorningGoing ShoppingHow To Buy SomethingThe PrincipalA School DayJumping in a Mud PuddleSound of the RainOur Favorite PetsWhat To Look for in the SandHow To Buy Food at the StoreThe Longest Day of the YearThe Best Time I Ever HadMy Best FriendC.

Making Wishes

S

The Best StoriesThe Last Time It RainedWhat We Can Do with Pencils and PaperCowboys and IndiansThe Best Thing About School

Blowing Up a BalloonThe TrainToys I LikeThe Day the Sky FellTV TimeThings To Do for FunRiding a BicycleRunning Down the HillGames We Play

What I Would Like To Be

GrownUps Play.Kinds of Spots Draw picturesHow To Save Money Listen to stone..How To Buy Candy Learn our numbers.Flowers

5. Dia.y ChartBoys and Girls in Our ClassAugust 26: We started to school.The Big SunOctober 31: We had a Halloween party.What Is Hot?November 28 & 29: We had Thanksgiving holidays.What Is Big/Little

What To Do with Hot Water 6. Direction ChartWhat the Moon Looks Like Write your name at the top of the page.What We Do When We Hear Music Draw a ball.Sleep Color a ball red.Some Good Songs Draw yourself playing with the ball.How To Read

7. Fanciful Story ChartWhat I Want To Do Most of AnOne day we were playing.Walk Down the HallA big bear said, "Can I play, too?"Why We Go to SchoolWe said, "Yes, you can."Good Things To EatWe played with the bear all day.How To Build a House

What I Can Do with a Wagon 8. Poetry ChartHow To Make Good Mud Pies "A little b.,yFeeding the Dog bought a toy:' by TomThis Much Is an Hour "If I turn blue,Why We Have Names what shall I do?" by MaryWhat is FunRiding a See-Saw Formal Reading Readiness and InstructionHow To Draw a Pretty Picture

Behavioral Objectives.The primary goal ofThings I Like To DoGoing Fishing informal reading readiness and reading in-How To Get Dirty struction is to meet the emerging needs andWash Day at HomeWhat I Do at Home interests of children with informal activities.Rolling in the Grass In contrast, the goal of formal reading readi-Difference in Living on the Farm and in Town ness and reading instruction is to provide care-

Examples of Experience Charts fully sequenced and planned activities whichenable the child to reach predetermined read-There are different types of experience charts, of which

the narrative chart is the most common. Below are examples ing objectives.of several types of charts: As a rule, the objectives for formal reading

1. Narrative Chartinstruction are stated in behavioral terms. InWe went to the store.other words, the specific behavior to be ob-We bought some food.

We paid for it. served and the conditions under which thatWe went home. behavior will occur are precisely identified.

2. Suggestion Chart The most frequently used argument againstSee a film. behavioral objectives is that they inhibit orVVrite a story.

make instruction too mechanical. Of course,Play a game.

Listen to a story. this is not true. A behavioral objective merely3. Class Rule Chart identifies how the child is expected to behive

Help each other. as a result of instruction. The learning alter-Do not disturb others. natives and activities for reaching behavioralPlan our work.Finish our work. objectives are left to the teacher. Thus, the

teacher has every opportunity to plovide cre-4. Planning ChartLearn to read. ative instruction for children. In short, the useLearn our Ilphabet. of behavioral objectives does not dictate the

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instructional procedures the teacher mightuse.

The following list of behavioral objectives,along with very brief suggestions for instruc-tions, is provided for teachers who wish toimplement formal preschool reading readinessand reading instruction. The teacher will im-mediately recognize that these objectivesrange from very simple reading behaviors suchas book handling to very complex reading be-haviors such as recognizing literary forms andtechniques. It is not suggested that all thereading behaviors identified should be ex-pected of all children. On the other hand, theteacher might find that many of her childrenare capable of responding to instruction de-signed to reach a great number of these ob-jectives.

The list is comprised 3f over 100 objectivesorganized into the following categories:

Following DirectionsDramatizingBeing Read ToBook HandlingPersons and NamesVisual DiscriminationAuditory DiscriminationAttempts To ReadSound-Symbol CorrespondenceWord-Meaning and VocabularyConceptsDetailsSequenceMain IdeasCharacterizationLiterary Forms and Techniques

The above list is not meant to be ex-haustive. It should also be pointed out thatthe categories represent the author's bias.Regardless of its limitations, however, this listof objectives should provide a starting pointfor teachers to begin formal reading readinessand reading instruction. No doubt it will benecessary to add to or subtract from the list,depending on the local situation.

Following Directions

Objective: Given an oral direction in a one-to-one situation, the student will correct-ly carry out the direction,

Give the student three pieces of paper cutinto different shapes: a square, a circle, and a

triangle. Place in front of the student a formin which he can correctly place the shapes.Ask the student to place the square in thearea in which it will fit best; the circle in thearea in which it will fit best; and the trianglein the area in which it will fit best.

Objective: Given an oral direction in a groupsituation, all audents will correctly carryout the direction.

Tell the students they are going to play a

game called "Up .nd Down." Ask them toform a circle (help them to form a circle ifnecessary). Ask the students to listen careful-ly to the directions. Give them the followingexample and illustrate what they are to do.My head can go up and down (nod head upand down). Start with head and work downto feet.

My head can go up and down.My arms can go up and down like a

bird flapping its wings.My feet can go up and down likemarching in a band.My body can go up and down whenI jump.Others, e.g., fingers, toes, nose,tongue, etc.

Objective: Given a three-step oral direction ina one-to-one situation, the student willcorrectly carry out the direction.

Give the student the following three items:1. A flower pot or empty milk

carton or box.2, A large piece of styrofoam, cot-

ton, soil, crumpled newspaper.

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3. A plastic flower, or paper flowerwith stem.(a) Ask the student to pick up the

flower pot.

V

(b) Ask the student to put the styr-ofoam (soil) into the pot orcarton.

(c) Ask the student to put the flowerinto the styrofoam which is in thepot.

Objective: Given a three-step direction in agroup situation, all students will correct-ly carry out the direction.

Tell the students that there are three ob-jects in front of them (each student shouldhave three beads, buttons, or any desiredgroup of objects as long as they are all alike).Ask the students to pick up one button andput the button under the chair in which theyare sitting, or on the floor. Ask them to takethe second button on the table in front ofthem and put it in the box which is in themiddle of the table. Ask the students to putthe third or last button on the chair on whichthey are sitthg.

Then ask them to look on the table wherethe three buttons were. Ask how many but-`ons are on the table in front of them now.

Objective: Given a direction to be carried outat a later time, the student will correctlycarry out the direction.

Give the student an M & M or piece ofcandy. Tel: the student that before he can eatthe candy he must walk to the door and openit; then he can eat the candy.

Dramatizing

Objective: Given a picture or story, the stu-dent will exhibit an observable spon-taneous reaction to the picture or story.

Read the following story to the student.Ask him to think about how the clown's facelooks as the story is read. On the second read-ing ask the student to use his own face toshow how the clown's face looked.

Pogo the jumping clown wassleeping in his bed. The otherclowns were going to play a joke on

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their friend. They took a longfeathery feather and began ticklingPogo's nose.

Objective: Given a group of students engagingin finger play, the student will observethe others with interest.

Ask children to close their hand and formit into a fist, then hold up the thumbandsay:

I am a thumb and can act like a drum and

go rumba, dum, dum.

Ask students to move thumb up and downas if playing a drum.

Hold up second finger and say: The pointerand the thumb can go clap, clap, clap.

Ask students to clap thumb and pointer.Middle fingersay: Now we are three and

my fingers are almost free.Ask the students to wiggle the three

fingers.Fourth fingersay: Here comes number

four, only one more.Ask students to hold up fourth finger.Fifth fingersay: Up comes the pinkey as

quick as a winkey.All fingers are up.

Objective: Given a story to be read orally bythe teacher, the student will independ-ently assume the role of one of the char-acters.

Read the following story to the students.Ask the students to pretend that they canlook and act like the character in the story.

The lion awoke when the sun came up. Herubbed his eyes with his paws and opened hismouth so wide he could almost swallow theworld as he yawned. He suddenly jumped up.Out of the corner of his eye he saw food. Asfast as a streak of lightning he began to run,run, faster, faster, but he wasn't fast enough.Breakfast was quicker than he.

Objective: Given a familiar story, the studentwill choose and act out the role of oneof its characters.

Read or tell the story of "Goldilocks and

the Three Bears." Ask a child to act out therole of Goldilocks or any one of the threebears.

Objective; Given several oral examples ofstories, the student will orally composean original story.

Read the following sample stories to thestudent:

1. The furry white rabbit hid in thesnow-white forest until the hungry redfox had disappeared.

2. On an old apple tree was the biggest,reddest, most beautiful apple I hadever seen. I wanted it so much. Buthow could I get to it?

3. When I go to sleep the room is darkand quiet. That is the time when theshadows on the wall start to look likegiant monsters in the night. As soon asI see them I quickly grab my blanketand pull it over my head. Now I'msafe.

Being Read To

Objective: Given a reading period in whichthe teacher reads to a small group of stu-dents, the student will readily attend thesmall group.

Objective: Given a story with pictures to beread orally by the teacher, the studentwill listen to the story.

Objective: Given a story without pictures thestudent will listen to the story.

Select books which have wide appeal; thestories should be short and fast moving.

Some examples of picture books whichcould be used with children are:

Gene Zion, Harry, the Dirty Dog,Harper & RowMaurice Sendak, Where The WildThings Are, Harper & Row

Examples of books without pictures are:Fairy talesNursery rhymes

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As the teacher reads to the group, sheshould note students who do not attend.

Book Handling

Objective: Given the quest-ion What is abook for?" the student will n spond thata book is to read.

Show the student a vivirhy coloied book.Ask the following questions:

Should we use this book as a rug to siton?

Should we use this book as a tray tocarry food on?Should we use this book as a cover forour head?Or should we use this book to readand find out what happens in thestory?

The teacher might also simply ask the stu-dent, "What is the book for?"

Objective: Given a book to look at, the stu-dent will place the book in the properposition for reading.

Have the students do the following exer-cises:

1. Give each student a book, and tell himto stand up.

2. Have the student hold the book upover his head as far as he can reach.Ask if he can read the book in theposition in which he is standing.

3. Have the student hold a book in hishands and extend his hands as far outin front of him as he can. Ask if hecan read the book in this position.

4. Have the student place the book at hisfeet while standing. Ask if he can readthe book in this position.

5. Have the student sit down and placethe book in front of him, at a com-fortable distance. The teacher mayhave to help place the book appropri-ately. Ask if this is a good position inwhich to read a book.

6. Gather books and direct student to

select a book and position it in a waywhich is best for reading.

Objective: Given a book to look at,, the stu-dent will correctly identify the page onwhich the story begins, by pointing to it.

Using either a large book or an overheadtransparency of the pages, ask the students, ifthey wanted to read the story, would theybegin on the front cover (hold up front cover)or back cover (then hold up the back cover).Open to title page and ask the same question.Turn to the last page in the book and ask thesame question. Finally turn to first page onwhich the story begins. Read first paragraph.Ask students if this is the page on which thestory begins.

Give each student a book and ask each toturn to the page on which the story beginsand to point to it.

Objective.: Given a book to look at, the stu-dent will correctly identify the page onwhich the story ends by pointing to it.

On the assumption that the children canfind the first page, the same technique asdescribed above can be utilized, pointing outthat the end of the story appears at the backof the book.

Objective: Given a book to look at, the stu-dent will correctly identify where thetitle is by pointing to it.

Hold up a large picture book. Ask the students if they can point to the name of thebook on the cover. Tell students there is

another place in the book which has the titleon it. Open book and show where it is

located.Give each student a book. Tell them to

point to the title on the cover; then to openthe book and find the page within the bookwhich has the same title and point to it.

Objective: Given a book to look at, the stu-dent will correctly identify the front ofthe book by pointing to it.

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The same techniques as utilized in the pre-ceding activities can be used.

Objective: Given a book to look at, the stu-dent will correctly identify the back ofthe book by pointing to it.

The same techniques as utilized in the pre-ceding activities can be used.

Objective: Given a book and the instructionsto pretend to read the book, the studentwill turn the pages one at a time fromright to left.

Ask the students to pretend they are sleepyand are going to bed. Ask them how theywould look if they "pretended" they weresleeping. Ask the students how they wouldlook if they pretended they were eating. Tellthe students they are now going to pretendthey are reading a book.

Let the children pretend that they are go-ing to the library to look for a book. Whatwould they look at first (cover)? Have stu-dents then open book and look at each page;stop long enough so that each page is turnedseparately. Have students then turn to titlepage, then to page on which story begins,then to look at each page until they reach thelast page of the story. Then ask them to turnto back cover, close the book and turn it withthe front cover facing +hem.

Objective: Given a book, the student will cor-rectly identify the top of the book bypoint-lig to it.

Tell the student to stand up and place bothhands on the top of their heads. Have themsubsequently place their hands on the top ofthe following objects: chair, bookcase, plant,and picture.

Hold a large book upside down and ask thestudents if they can read the book if it is heldupside down. Show inside if necessary toshow pictures upside down. Show studentsthat the book has to he rightside up for read-ing. Place book in correct position. Ask stu-dents to point to top of the book.

Give each child a book upside down. Askstudents to point to top of the book.

Objective: Given a book, the student will cor-rectly identify the bottom of the bookby pointing to it.

With the same procedure as above, use thebottom of objects.

Objective: Given a book and the instructionsto "follow a line of print with yourfinger as if you were reading," the stu-dent will folio w the line horizontallyfrom left to right.

Write a sentence on the board. Ask a stu-dent to come to the board and point to eachword starting from left to right.

Give each student a book on which onlyone line of print is written on each page. Havethe student point to each word from left toright.

Give students a book with two lines ofprint per page and use the same procedure.

To help children, a red string could beplaced on the right hand and blue on the left.Tell children to keep left hand on first wordand right hand on last word and move theblue toward the red.

Objective: Given a hook and the instructionsto "follow several lines of print as if youwere reading," the student will return tothe beginning of each new line with hisfinger.

Same procedure as used above can bevaried and extended by doing the following:

Color code each line, beginning and end,and ask the child to move finger from onecolor to the next.

Draw a maze and let students practicemoving their fingers from left to right.

Maze child told to have fingerjump

frombox

to

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boxand

slidedown

a

rampto next line and continue jumping

Objective: Given a story read orally by theteacher and three pictures, one of whichis related to the content of the story, thestudent will correctly identify the pic-ture related to the stow.

Read a story which is familiar to the stu-dents, such as "Little Red Riding Hood."Hold up two pictures which are obviously un-related to the story and one which clearlyshows Little Red Riding Hood and the wolf.Ask students which picture belongs in thestory. The pictures can become increasinglydifficult to distinguish one from another.

A prelude to this could be to hold up twoobjects which are alike and ask students tofind one which is different, then opposite,then ail three different, then two alike, thentwo different, etc.

Persons and Names

Objective: Given a situatior, in which theteacher calls the name of the student,the student will respond in some way.

Ask the students to form a circle. Tell themthey are going to play a game called "Namesin the Circle."

Draw four concentric circles; place studentsin outer circle. Place students' names onpieces of paper, and write names four times,one for each of the four steps in the circles.Put names into a box. Tell the students eachtime they hear their name they may take astep forward into the first inner circle. Thechild whose name is called three times fromthe selection box wins the game. Each child'sname will be called at least once so that allparticipate.

N

Objective: Given a situation in which theteacher calls the name of another stu-dent, the student will look directly atthe student who was called upon.

Ask the students to play a game in whichthey'll have to guess who is missing. Ask allthe students to close their eyes. Select onechild to go and hide (the others are still hidingtheir eyes). Tell the children to open theireyes, and say, "Do you know who is hiding?"Elicit response, Susan is hiding. Ask studentsif they can find Susan and to turn chairs sothey are loo;:ing at her in her hiding place.Repe:_lt with other students.

Objective: Given a situation in which theteacher calls the name of an absentee,the students will respond with "he'sabsent."

On a day in which all the student: arepresent call out the name of each student andsay, Is Susan here today? Tell student to re-spond Yes, I am here or Present today. Dothis with all the students.

Tell the class to pretend that Susan is ab-sent, tell Susan to go to a corner of the room.And ask the class, Is Susan here today? Ifstudents answer no, ask them to rep,at thesentence, No, Susan is absent today. Do thiswith each student. Continue procedure dailyuntil students know the routine.

Objective; Give three first names written onthe blackboard, only one of which be-longs to any of the children in the room,the student will correctly identify hisown name.

Construct a name tag for each student towear around his neck. Tell the students youare going to write three names on the board,one of which belongs to someone in theroom. If the student sees his name written onthe board, he is to stand up and say, I amTom. Have student come up to the board andshow that his name tag matches the namewritten on the ooard.

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Objective: Given three first names written onthe blackboard, only one of which be-longs to any of the children in the room,the student will correctly identify whichname is that of a classmate.

Put a necklace name tag on each student.Divide the students into pairs. Tell the stu-dents you are going to write three names onthe board, only one of which is in the room.Tell the partners that when they see the nameof their partner on the board, the partner is tostand up and say, My partner's name is Tom.Then have the partner bring Tom up to theboard to match names. Do this with otherstudents.

Objective: Given a pencil and paper, the stu-dent will correctly write his name.

Tell the students that they are going tc,play a game to see who can remember how towrite his name without looking at his nametag (each child should be wearing a necklacename tag). Tell the studeIcs to turn theirname tags over so they can't see them. Givestudents paper and pencil and tell them towrite their name. After they have done so, tellthem to look at their name tags to see if theywere correct.

Objective: Given instructions to spell his ownname orally, the student will correctlysay the letters of his own name in theproper sequence.

Give students dice or blocks with the let-ters of the alphabet on them. Have the stu-dent spell his name using the dice or blocks.Then mix up the letters on the blocks and askthe student to spell his name orally.

Objective: Given instructions to spell orallythe name of a classmate, the student willcorrectly say the letters of the name inproper sequence.

Select one student to form his name fromblocks on which the letters of the alphabetare written. Have the student select a class-

mate to come and read or say his name andspell it.

Visual Discrimination

Objective: Given a set of five geometricshapes, two of which are identical, thestudent will correctly identify the twofigures that arc the same.

Accumulate four balls; put three of them indifferent places in the room. Hold up the re-maining ball and ask a student if he can findthe other three round balls in the room. Usethis same procedure with other geometricalshapes.

Place five geometrical shapes, two of whichare alike, on a table, and choose a student tocome up and select the two which are thesame.

Objective: Given a set of three geometricshapes, two of which are identical, thestudent will identify the one which isdifferent.

Ask two children to take off their shoes.Ask the students to look at the four shoesclosely, then ask them to close their eyes. Puttwo shoes which are the same and the onewhich is different in a line. Ask the studentsto open their eyes. Select a student to pickout which of the three shoes is different. Usethe same procedure with geometrical shapes.

Objective: Given multiple sets of geometricshapes, some of which are identical andsome different, in each case the studentwill correctly identify the pair of figuresas being alike or different.

Place in front of the student the following:two identical blocks and two identical balls.Ask the student to select which two are alikeand which two are different.

Objective: Given a set of pictures of geomet-ric shapes, numbers, and letters, thestudent will correctly identify which ofthe pictures are letters.

Place the following groups in front of the

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student: pictures of blocks, circles, etc., let-ters, and numbers. Tell the student to pickout the items which are the same and putthem into separate piles.

Repeat the same procedure using lettersand numbers, then shapes and letters. Thenput the following assortment in front of thestudent: pictures of circles, numbers, letters,etc. Ask the student to pick out the pairs ofletters only.

Objective: Given a set of words differing onlyin initial consonants and instructions totell how these words are different, thestudent will notice that the initial letterof each word is different.

The following pictures will be necessary: apicture of a cat, hat, rat, mat, fat man, can,fan, man, van. Place the pictures on the boardor on a table.

Ask a student to look at the pictures andsay what he sees; then ask what letter theword begins with and have the student writethe letter in the blank next to the picture.Follow the same procedure for each group ofwords.

Take down the pictures and have thestudents read the words in each group. Askstudents how these words differ and how theyare alike.

Objective: Given a picture of a boy with theword boy printed below it, and the lettercombinations yob, ohy, boy, byo, thestudent will correctly identify the com-bination which matches the picture.

The following pictures with their nameswritten beneath them are necessary: cat, oig,cow, girl.

Make up four cards with one of the wordscat, pig, cow, or girlwritten on it. Let stu-dents come and match the word on the cardwith the word under the picture. Next, makeup two cards for each word with the letters ofeach word scrambled. Give the three cards toa student and ask him to read the card thathas the same spelling as the picture on the

board and put it next to the picture andword. Increase difficulty by adding fourscrambled words and one correct.

Auditory Discrimination

Objective: After , earing familiar sounds, thestudent will correctly identify thesounds.

Ask the students to close their eves. Tellthem you are going to make sounds whichyou want them to guess. Tell them when theyknow the answer to open their eyes and dowhat you did to make the sound.

Sample demonstration: clappinghands, sneezing, running in place,coughing.

Objective: Given single-syllable or one-syllablewords, the student will respond to eachone with a rhyming syllable or word.

Write the following words on the board:bing, bong, clang, rang. Say the followingword, ring. Ask the students to tell you whichof the four above words sound like ring.

Then say a word and ask the child for arhyming word.

Objective: Given sets of five words, two ofwhich have the same initial consonant,the student will correctly identify thetwo words that have the same initial con-sonants.

Put pictures with the words next to themon the board: pan, ring, boat, dog, bat, girl.

Ask the students to identify the pictures;then ask them to look at the words and seehow the words are alike. Continue this proce-dure with other pairs of words containing thesame initial consonants.

Put the following three pictures and wordson the board: car, dog, cat.

Ask students to select two words which begin with the same initial consonant. Continueprocedure with other examples using two sim-ilar, one distractor, then two similar, twodistractors, two similar, and three distractors.

19

Eliminate pictures and begin with twowords and one distractor until reading twosimilar and three distractors.

Objective: Given sets of five words, two ofwhich have the same ending consonant,the student will correctly identify thetwo words that have the same or alikeending consonants.

Use same procedure as used above withinitial consonants, substituting final con-sonant.

Attempts To Read

Objective: Given a book with pictures, thestudent will make some overt responseto the picture.

Select a book with large colorful pictures.Open book to one of the pictures and makeup a story about the picture. Call on studentsto make up stories about subsequent pictures.

Objective: Given a book he likes, the studentwill originate his own name for thebook.

Display a large variety of books on a table.Cover the title of the books with slips ofpaper. Ask students to look at the book andthink up a good title for it.

As a prerequisite, teacher could show stu-dents that objects in life have more than onename; therefore, books too can have othernames than those given to them.

Objective: Given an unfamiliar book with pic-tures, the student will tell a story fromthe pictures in the book.

Show students pictures depicting otherchildren playing, jumping rope, etc. Ask thestudents if they can tell a story about what ishappening in the picture. Then open to a pagein a book with which students are familiar.Ask students to describe what is happening inthe picture shown. Then open to a picture ina book which students are not familiar andask students to tell a story about what theysee.

Objective: Given a book of his choice, thestudent will ask or show in some waythat he wants to read from the book.

Begin telling the students a story from abook with which they are familiar. Ask a stu-dent if he can find the book in which he willfind the story you have begun telling. Stopthe story before an exciting part and wait forstudents to respond that they want to hearthe rest.

Objective: Given a book or story that intro-duces new words, the student willmemorize at least two of the new wordshe encounters.

Once the new words which are to bememorized are determined, the followingtechniques car. be used to teach the newwords.

1. Ask child to find a picture of theword and the teacher will write theword next to the picture.

2. Make a flash card of the word.3. Using words already known, add new

words to the list and put words oncards. Games such as fish or bingo canalso be played.

4. Make different students responsiblefor knowing different words on aspecific page. When a student's wordscome up, he must read and say them.

Objective: Given a reading selection contain-ing new words, the child will ask theteacher for help with at least one of thenew words.

Tell the students that you just received asecret message and each student has part ofthe message. Call on the students to read theirpart of the secret message and write it on theboard. Tell the students that if they don'tknow one of the words to ask for help fromthe teacher. Then read the entire secret mes-sage. The message could conclude with, "It'snow time to go outside and play" to rewardstudents.

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Objective: Given several opportunities toread, the child will demonstrate a desireto read at each opportunity.

After the child has read anything, heshould be commended for a good job so thaton subsequent attempts at reading he wilt tryagain. Other techniques which can be used '..oertice children to volunteer to read are:

1. Praise child for previous excellentreading, "John did such a good jobreading yesterday."

2. Select child who likes animals to readabout them. "Susan, this is about akitten; you love kittens, why don'tyou read this for us."

3. Make a game out of reading, such aswhoever reads x amount this week be-comes the teacher for 5 minutes.

Objective: Given an opportunity to go on toanother activity while reading, the stu-dent will demonstrate reluctance to stopreading.

Some techniques to keep students activelyinvolved and reluctant to leave a reading situa-tion when offered alternative situations arc:

1. Make sure that the child is actively in-volved through dramati.- ation, "Showme what you would do if you were inthis situation."

2. Read a story which the child wants tohear; let the child select the story orbook to be read.

3. Read story with expression, conveyingthe story's mood and excitement.

Objective: Give, a situation in which anotherchild is reading and encountering somedifficulty, the student will try to helpthe other child with his reading.

Divide students into pairs matching onebetter reader and a reader who sometimes en-counters difficulty. Allow pairs to select abook or story to read. Tell each pair of stu-dents that for one half of the book one childwill be the student and the other child the

teacher, and for the other half of the booktheir roles will be reversed.

Objective: Given an opportunity to bringbooks from the library or home to read,the student will bring at least one toclass that he wants to read.

Create an opportunity in the class for thestudents to share things they like or thingsthey have done with others in the class--suchas a show and tell time. Express to the stu-dents that this also includes not only toys ortrips but also books they have read or havebeen given. Each time the teacher finds abook which she wants to read to the class, sheshould tell about it in show and tell.

SoundSymbol Correspondence

Objective: Given a printed letter, the studentwill attempt to make its sound.

Either draw or put up pictures of the fol-lowing items on the board: ball, drum, doll,bat, balloon, dog. Ask the students if they cansay the word which the picture depicts. Writethe word under the picture. Do one lettergroup at a time. Ask students what letter allthe "B" words begin with. Ask what sounddoes the "B" make. Have students give addi-tional examples of words which begin with"B." Then when children are ready, write theletter "B" on the board, ask students whatsound the letter makes and to give anotherword which begins with the same sound.

Objective: Given a sound, to select the letterthat corresponds to it.

Write the following letters on the ;:.oard: B,D, F, T, M. Tell the students you are going tosay a sentence and each word in the sentencebegins with the sound. After being told thesounds of the five letters, have them tellwhich sound belongs to the sentence.

Big Bessy bakes blue beans.Daffy Duck dries dirty dishes.Fat Florence fried fiwe fishes Friday.Tiny Timmy ties two tan tissues.Miss Mary married Mr. Mark Marshmallow.

Objective: Given a printed word, the studentwill attempt to pronounce it.

Place a group of familiar pictures on theboard. Ask students to identify a picture. Un-der the picture write the word it represents.Cover pictures and see if the children can saythe word. Then mix up the words under thepictures and see if the children can correctlymatch words to pictures.

Objective: Given the sound of a word, thestudent will select the word which corre-sponds to it.

Make up a set of cards with pictures on oneside and words on the reverse side. Allow stu-dents to play with cards and become familiarwith words and pictures. Using cards, tell stu-dents you will say a word and you want themto hold up the picture of the word. Next,they are to hold up the word written on theback of the picture.

Objective: Given the name of a letter, the stu-dent will select the correct printed letter.

Make up a set of cards which contain theletters of the alphabet. On one side put pic-tures of words which begin with a letter; onthe other side, the letter. Then say to chil-dren, e.g., "I am thinking of a letter which theword balloon begins with B. Show me a B."Later on, no hint provided.

Objective: Given a letter, the student willname it. Use same procedure as above.Do not give a hint.

Objective: Given a printed sentence, the stu-dent will read it aloud.

Put a picture sentence on the board, e.g.,The ran to the

(boy) (house)

Have children substitute the word for thepicture. Then have children read sentence, us-ing only words.

Objective: Given new combinations of printedletters, the student will read them aloud.

Using nonsense syllables, draw strange-

looking characters on the board. Tell studentsthey have funny names, such as Zat, Rup,Blam. Tell them you'll give them hints to fig.ure out their names, such as:

ZatHintMy name rhymes with hat,fat, sat.

YimHintMy name rhymes with him,slim.

RupHint---My name rhymes with cup,pup.B I am H intMy name rhymes withclam, slam.

Word Meaning and Vocabulary

Objective: Given 10 rows of three pictures ineach row, the student will circle two pic-tures in each row that begin with thesame consonant.

Hold up a series of pictures whose namesbegin with the same initial letter. Ask stu-dents to name the pictures. Ask students whatis similar about all the names of the pic-tures.Then take two pictures which begin with thesame letter and one which begins with a dif-ferent letter. Ask students to identify the pic-tures. Write the names on the board. Ask thestudents which two begin with the same ini-tial letter. Ask a student to point to picturesor circle pictures which begin with the sameinitial letter. Give students multiple oppor-tunities to practice.

Objective: Given a list of words and a picturerepresenting one of them, the studentwill identify the word which names thepicture.

Using words with which the student isfamiliar, place (0,1 the board a picture of a

dog. Next to the picture write the followingwords: CAT, RAT, DOG, LION. Ask the stu-dents to read the words after they have iden-tified the picture. After reading each of thechoices, ask students if this is the word whichbelongs with the picture and why.

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Objective: Given appropriate supplies, the stu-dent will develop concepts of left andright.

Put a red string on a child's right hand, ablue string on his left hand. Ask him to cometo the front of the room to play the followinggame:

Have the student make believe he is drivinga car. He has to go on a trip. With chalk makea road on the room's floor with right and leftturns. Have the child signal when making thenecessary turn by saying, "Right turn" andraising appropriate hand.

Objective: Given 26 letters of the alphabet,the student will recite them in correctsequence, calling each by its correctname.

Put a letter of the alphabet on a piece oftag board. Then let each student wear a letter.Tell the students they are going to form aletter train. Place the letters in alphabeticalorder, and make one of the students the trainengineer. Have the train engineer call out thenames of the letters. Have students changeroles.

Objective: Given a scrambled list of lower-case and upper-case letters, the studentwill arrange them correctly.

Write the lower- and upper-case letters onindividual cards. Place cards on children.First, put children in alphabetical order. Thenmix them up. Select one child to put the let-ters back in correct sequence.

Objective: Jiven a passage to read aloud, thestudent will observe punctuation marksand vary his voice accordingly.

Write out a short passage. At the end ofeach sentence put a large hand with a stopsign to represent the period. If it's a questionmark, draw it large. Use large punctuationsymbols until the students recognize what todo when they approach them.

Objective: Given a list of words and an un-familiar word in a sentence, the studentwill use the context of the sentence todetermine the word on the list which hasthe same meaning as the unfamiliar onein the sentence.

Use very strange words as the unfamiliarword, such as gargantuan, tremendous, etc.Once the child has identified the probablemeaning of a word, he may be able to identifyit in a list. An illustrative sentence might be:The giant was 9 feet tall; his fingers were asbig as five large balloons; his body was thesize of a car; mother said the giant was so big,he was gargantuan.

Concepts

Objective: Given an illustration and severalwords, some of which are distractors, thestudent will select those words which de-scribe t, ie picture.

Show a familiar picture such as a cat to thestudents. Ask students to describe what theysee. Put another picture such as a cow on theboard. Ask students if the animal goes bowwow, moo moo, or ba ba. Place other pictureson the board with correct descriptors z;i1c1distractors. Ask students which apply andwhich don't. Ask students which animals orthings the distractors describe.

Objective: Given two groups of words, thestudent will match words from onegroup to another that are changed forms,example: chick, hen.,

Show students two picturesone a kit-ten and one of a grown cat. Ask students howthese two are different. Do this with otheranimals. Then write only the names of younganimals and grown animals and have studentsmatt... the correct ones and tell why.

Objective: Given one group of words andgroups of antonyms for the first group,the student will correctly match wordopposites between the two groups.

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Show students two pictures depicting op-posite situations, such as winter and summer.Ask students why these are different andhow. Give additional examples if necessary.Have students match pairs of opposites.

Objective: Given an illustration and severalsentences, some of which include dis-tractors, the student will select thosesentences which relate to the picture.

Show students a picture. Have the studentsdescribe vt 'tat they see in the picture; writesome obs 'ations on the board. Showanother pit _are. Tell students that somethe things written on the board are not in thepicture and some are. Ask students if they seethings which are not in the picture which theteacher is making up. Ask students to pickout only those sentences which describe thepicture.

Objective: Given several pictures leading to aconclusion and a final picture which re-veals their outcome, the student willstate why the conclusion is logically cor-reL:.

Give students several pictures, e.g., a boylooking at an apple tree, apples falling down,a boy picking up apples. Ask students whatthey think happens next and why.

Objective: Given a number of different items,the student will classify them into cate-gories.

Use pictures of the following items: apples,pears, oranges, and bananas. Ask studentswhat all of these are called. Ask for otherexamples which would fit under the categoryof fruit. Do similar examples with clothes,money, furniture, seasons, etc.

Details

Objective: Given the opportunity to listen toa given story, the student will recall itsdetails by drawing a story to Wustratethem.

Select passages or stories which are highlydescriptive, involving things like a clown, redbaby hair, large eyes which looked square,round nose, etc. These qualities will make iteasier to remember. Read passages to the stu-dents and ask them to draw pictures aboutthem.

Objective: Given the opportunity to listen toa given passage of dialogue from a story,the student will identify the speakerfrom the story.

Read a story to the students and encouragethem to dramatize it. Then ask students toeither close their eyes or turn their chairsaround. Ask students to try to guess whichcharacter in the story is speaking.

Objective: Given a familiar story, the studentwill recall details from the story.

Tell students a familiar story. Have stu-dents try to retell the story as precisely asthey can. Another technique to recall detailsis to have students listen to a story and putdetails from several stories on cards. Have stu-dents draw cards and tell whether the eventhappened in the story just told or anotherstory.

Objective: Given a reading selection and a listof incomplete sentences based upon it,the student will complete each sentenceby filling in the appropriate detail fromthe selection.

After reading a selection, select eventswhich are outstanding and easy to remember.Write down an event in a sentence, such as,"Mark looked out the window and saw a pur-ple spotted cat." Divide sentence into parts.Ask students to put the parts together toform a whole sentence, or put sentence frag-ments on cards. Have students hold cards.Select a student to put parts of sentences to-gether.

Objective: Given a paragraph the student willlocate the sentence which answers aspecific question.

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Give students a paragraph to read; ask themquestions about the paragraph in riddle form,e.g.:

The sleepy puppy ran after theball. He stumbled and bumped intoa chair and table. The ball rolledunder a sofa and the puppy chasedafter it. Two hours later the chil-dren were looking for their puppy.They found him asleep under thesofa with the ball under him.

Question: I am small and fluffy.I am a

Objective: Given the same set of directionstwice with one step omitted in thesecond presentation, the student willidentify the omission.

Tell the students they are going to play a

game. You will read the directions twice. Thefirst time they are to listen; the second timethey are to follow the directions:

Put your hands on your head.Put your right hand on tour shoe.Put your left hand on your shoe.

Repeat directions omitting one of thedirections. Ask the students which directionwas omitted.

Objective: Given a reading selection and a setof conclusions, the student will identifythe logical conclusions.

After reading a selection, tell students thatthere are three ways in which the story canconclude. Read through the three choices,making the two distractors very obviouslyfalse. Continue using this technique makingdistractors more appealing and more difficultto differentiate from the correct response.

Objective: Given a short story and a list ofhow-and-why questions based on its con-tent, the student will infer and state theanswer to each one.

Put a list of sentences on the board whichimply a particular happening. Ask students to

guess what the happening or activity is whichis being implied.

Objective: Given a reading assignment, thestudent will demonstrate his retention ofideas by identifying the main ideas ofthat reading passage after a period oftime has passed.

Tell the students that you are going to readthem a secret message in the morning. Tellthem they are to repeat the message to afriend in the afternoon or later on that morn-ing. The secret message can be "When theclock reads 10:00 a.m., go to the cafeteriaand pick up the morning milk," or "We'llhave a play period."

Sequence

Objective: Given a set of five pictures inscrambled order, the student will arrangethem in logical sequence.

Use sequence pictures which are familiar tochildren, such as a child taking ball from theroom, a child going out to play, playing witha ball, rain beginning. mother calling child in.Or have a child relate an event, drawing eventsin sequence. Do this with several children;then put a series of pictures on boards orcards and let the students place them in se-quential order.

Objective: Given the opportunity to listen toa given story, the student will retell itsevents in sequence.

Begin with stories which re familiar to thechild, such as fairy tales. Tell the story andhave a child retell the story. Then ask a stu-dent to tell a story and have another childretell it. This can be made into a game byhaving one student whisper a story toanother, and retell it down a line of studentsuntil the last student in line has heard thestory. Have the last student retell the storyhe's heard.

Objective: Given a familiar story, the studentwill retell the story in proper sequentialorder.

25

Use fairy tales which are familiar to thestudent. Have the teacher show pictures froma particular story, show the pictures to stu-dents, and ask students to tell the story, usingthe pictures.

Objectives: Given a group of sentences depict-ing a familiar series of events in scram-bled sequence, the student will arrangethe sentences in proper order.

Tell or read a familiar story to the students.Ask a child to retell the story in his ownwords. Write sentences on the board aboutevents in th.; st ry. After the student has re-told the story, ac.!: him to read the sentencesand put the sentences in the order in whichthey occurred in the story.

Objectives: Given a story and a set of scram-bled pictures depicting its content, thestudent will arrange these illustrations inthe order of their occurrence in thestory.

Ask students to read a story and then relateit. Have students tell the story, using theillustrations in the book. Then ask students toput a scrambled set of illustrations in thesequence in which they occur within thestory.

Objective: Given a set of scrambled sentencesdescribing a sequence of activities, thestudent will arrange them in appropriatechronological order.

Ask a student to describe an event whichhas happeled to him; write sentences on theboard. Have the student read the sentencesana ask if the sentences are in the correctchronological order; then ask several studentsto do similar tasks. Give students several sen-tences and see if they can arrange them inchronological order.

Objective: Given a familiar story, the studentwill tell the story in correct sequentialorder.

Have the student select a story he likes andknows. Retell the story to the student in an

incorrect sequence. Ask the student if thestory has been retold correctly. Ask him toretell the story correctly.

Main Ideas

Objective: Given a picture depicting au activ-ity, the student will state what isillustrated.

Give the students illustrations which showchildren playing ball, jumping, swimming, etc.Move on to more difficult activitieschoppingwood, etc. Ask students to describe whatactivity is taking place in the picture.

Objective: Given a picture without a title, thestudent will state a title which relates tothe content of the illustration.

Select pictures which students have drawn;ask students to give the pictures a title, statingwhy they entitled the picture so.

Objective: Given a written selection, the stu-dent will compose a title suitable to thematerial.

As a group, help students to write an ex--. .rience story. Ask the students to state atitle for their story. Also read stories com-posed by other students and allow students toentitle the stories.

Objective: Given a picture with a list of sen-tences, the student will select the sen-tences which best describe theillustration.

Select a picture which children are familiarwith, such as one taken from a favorite book.Place a list of sentences on the board, some ofwhich relate to the story and others that aretotally unrelated. Ask the students to selectthose sentences which apply to the illus-tration.

Objective: Given the opportunity to listen toa story read orally, the student willchoose from a list of sentences thosewhich best describe the main idea of thestory in his own words.

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Read short, well-known stories and let thestudents tell what the story is about. Thenread other stories and give several choices de-scribing the story. Have students select thecorrect response. Discuss why the responseselected is the best and others are not.

Objective: Given a series of pictures telling astory, the student will state the mainidea of the story in his own words.

Ask students to tell their own stories anddraw pictures to illustrate them. The teachercan also tell a story and ask students to de-scribe illustrations that go with the story.Have students describe the story, stating whatthey think is the main idea.

Objective: Given a story to read, the studentwill state the main idea of the story inhis own words.

Select a well-known story for the studentsto read and ask them to tell what the story isabout. Then allow students to select theirown story and illustrate it by drawing a pic-ture of the main idea and telling about it.

Objective: Given a story to read, the studentwill state the main idea of the story inhis own words and support his choicewith two details from the story.

Give a list of sentences which give detailsabout a story the student is describing, Allowthe student to describe the main idea and toselect those sentences which -depict detailswithin the story.

Characterization

Objective: Given pictii-y.f: hich illustrate dif-ferent emotions, tudent will selectthe pictures which depict a specificemotion.

Show students pictures depicting a laughingor happy face, a sad face, a frightened face,and a surprised face. Read a short story orpassage about one of the faces; then have thestudents select the appropriate face for thestory.

Objective: Given pictures of characters from astory, the student will correctly identifythe characters by name.

Read a familiar story to the students. Askthem how they think the characters in thestory would look. Show pictures of charactersin the story and ask the students to name thecharacters.

Objective: Given a familiar story with a prob-lem situation, the student will identifyand evaluate actipns and ethical prob-lems of story characters.

Read students a familiar story or tell thema story in which the character has a problemto solve. Ask students if they have ever beenin a similar situation. Have students relatestories. Have students identify problems andsolutions in other stories told by either theteacher or classmates.

Literary Forms and Techniques

Objective: Given an opportunity to listen to ashort poem, the student will identifyrhyming words.

Select five or six poems which increase inlength and difficulty. Have a student read theshortest poem, possibly two lines such as:

The man in the moon,He picked up a spoon.

Ask the students to identify and underline thewords which rhyme.Add two more lines to the poem such as:

Containing his favorite delightAnd proceeded to take a big bite.

i

Ask the students to identify the words whichrhyme. Continue this procedure with subse-quent poems.

Objective: Given the opportunity to listen toa short poem, the student will identifythe rhyming couplets within the poem.

Use same procedure as described in preced-ing lesson plan. This can be varied by askingthe student first to give two words whichrhyme and then make up sentences in whicheach word occurs as the last word.

Objective: Given the opportunity to listen toa story, the student will recognize thefictional plot.

Make up an oral story such as:Once there was a little fish who had no

friends because he was green and all the otnerfish were yellow. One day, a giant tuna camealong and attempted to eat all the yellow fish.The tuna did not eat the lonely green fish be-cause he thought he was a piece of seaweed. Thelittle green fish swam directly in front of thetuna and the tuna started to chase him. Thelittle green fish swam very fast and fooled thegiant tuna. When he ret..rned he had manyfriends.

Ask the students what they thought this storywas about or its plot.

Objective: Given a humorous picture the stu-dent will identify what makes the illus-tration humorous.

Draw or show a picture of a man carryinghis head in his arms. Ask the students whetherthis might be possible.

Grouping for Preschool Reading Instruction

Almost every teacher will concur that indi-vidualization is desirable and that all teachersshould engage in individualizing instructionfor their children. But preparing instructionalactivities which meet the reading needs of allpreschool children is a trying task for even themost industrious teacher. One might well askfor an easier way of individualizing instruc-tion.

The first means one might consider for pro-viding individualized instruction is to establishenvironmental conditions within the class-room which enhance individual learningactivities of young children. Figure 1 presentsa classroom plan which opens up the class-room for individual activity throu0 the useof learning centers. As can be seen, it is pos-sible for children to work as individuals or asmembers of small groups on a variety of taskssuch as reading, mathematics, art, and thelike.

The second means one might consider forproviding individual instruction is grouping.

Needs Grouping

A needs group is a short-term group formedby the teacher. Children within the needsgroup have a common deficiency in someaspect of their reading readiness or readingbehavior; they receive intense practice forshort periods of time in that particular area.For example, a teacher might have eight stu-dents in his class who exhibit a great deal ofdifficulty with visual discrimination. Thesestudents would form a needs group in whichthey would receive a great deal of practice invisual discrimination activities.

Whatever the reason or need, the childrenare grouped together for some common defi-

28

ciency and are subsequently taught the skillsthey need. Once the particular skill has beentaught and then mastered by the group mem-bers, the group can be disbanded.

Interest Grouping

An interest group is formed when severalstudents wish to pursue a particular topic thatmotivates them. For example, several childrenin a class might demonstrate a desire to learnmore about prehistoric animals. These chil-dren then comprise an interest group in whichthey do additional reading or reading-relatedactivities, studying from supplemental sourceslike trade books, magazines, other referencebooks, and so on.

Like the needs group, the interest group isa short-term group that is disbanded once thechildren have satisfied their curiosity in a par-ticular area. It is recommended that childrenin an interest group make the knowledge theyhave acquired available in some way to theother students in the class, either through oralreports or projects that can be shared with therest of the class. Interest groups, again, mayrange from the very able to the slow learner;they are especially effective in the readingprogram to allow the student to use differentmaterials.

Research Grouping

The research group is quite similar to theinterest group, the most noticeable differencebeing the fact that the teacher assigns a topicto several students rather than allowing themto pick their own topic. The research groupalso is a short-term group composed of chil-dren with varying readiness or reading abilities. Research grouping lends itself to anyreading approach.

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When a subject is being studiedscience,social studies, and the likethe teacher maywish several students to pursue a portion ofthe unit in greater depth. Within a socialstudies unit, for example, the teacher mayhave several students research a topic like"clothes people wear" by exploring trade-books, children's magazines, newspapers, orother supplemental material available. After aresearch group has completed its research onsome aspect of the unit being studied by theentire class, the children should be encouraged to share their findings with the class bymeans of a report or project. Once the re-search or the unit of study has been com-pleted, the group is discontinued.

The Ungraded Primary Plan

Another method of organization is the un-graded plan utilized in the preprimary andprimary grades. Within this plan, a number ofachievement levels for various content areasare established, each of which the child mustmaster before proceeding to a more advancedlevel, such as the intermediate grades.

There are many advantages to this plan interms of quality of instruction and teachereffectiveness. Children are allowed to proceedat their own rate, making 4 possible in manyinstances for children to complete the kinder-garten and primary grades in 2, 3, or 4 years.In addition, barring any personality conflicts,children often remain with the same teacherfor the duration of their primary grade career.This makes it possible for the teacher to cometo know the pupil well and design instructionfor him more efficiently. Inherent in this de-sign is the added provision for individual

30

instruction and closer evaluation.There are limitations to this organizational

plan, however, such as the task of organizingit and the difficulties of orienting preschooland primary teachers and parents to the plan.

Multigrade or Multi-age Grouping

The multigrade or multi-age grouping planis a throwback to the one-room schoolhouse.The major thrust of this plan is based uponthe idea that grouping should be accom-plished utiliiing differences of children, in-stead of similarities. Within this kind oforganizational plan, it is hoped that some ofthe regimentation that has been associatedwith the graded elementary school might bereduced.

A typical classroom that uses multigradegrouping would have about the same numberof children from kindergarten and the firstthree grades grouped together, or childrenfrom grades 4, 5, and .6 together. Since chil-dren do learn from pupils who are different aswell as those who are similar, there is somerationale to this plan. The plans also forcesthe teacher to individualize his instructionsince the variation of student capabilities is sogreat that common objectives for the groupwould be unworkable.

The limitations of this plan probably faroutweigh the advantages. The foremost limita-tion is that the disparity in reading ability ofthe students grows and becomes increasinglymore difficult to provide for than in a normalself-contained classroom. In addition, noamount of administrative supervision canassure that each child will receive the indi-vidual instruction he needs.

Motivating Children To Read

There are many techniques to make theclassroom an appropriate place for readinginstruction. The following are a few sugges-tions and aids designed to form a link be-tween oral and written language and providesituations in which reading becomes a mean-ingful activity. The majority of the sugges-tions are not restricted to any level ofdifficulty, but can be adopted for use at mostany level.

Classroom Labeling

Labels are an excellent way of allowing thechild to associate "things" and symbols withoral and written language. Labels may beplaced on chairs, desks, chalkboards, doors,bookcases, and other objects in the classroomwell in advance of the child's instruction to aformal reading program.

To begin with, simple objects can belabeled. Later, the labeling can be furtherutilized by giving the child simple directions.For example, a lable by the sink might say,"(1) Turn on water, (2) Rub hands with soap,(3) Replace soap in soap dish, (4) Wash hands,(5) Rinse hands, (6) Shut off water, and (7)Dry hands."

Labels can also be used in conjunction withclassroom activitiesfor instance, in a simu-lated classroom grocery, department store,doctor's office, or pet shop.

Recipe Reading

Children should be encouraged to read andfollow directions. Activities like mixing pasteor finger paints would be appropriate for pre-

primary and primary grade classes. These

kinds of activities help the student to asso-ciate sound, symbol, and action in a meaning-ful activity and provide important practice in

31

the ability to sequence and follow directions.

Classroom Games

There are literally hundreds of reading andspelling games on the market today that areappropriate for children of any age. Many

games provide remediation of specific readingreadiness and reading difficulties and are de-

signed so that both fast and slow learners canplay together. They provide practice in

specific skill areas, and in sequencing and fol-lowing directions. Many children who havesevere difficulties learning via more conven-tional techniques make striking progress

through the use of reading and spelling games.

Narrative ChartsNarrative charts are used often as a com-

panion to the language experience approach.

With the language experience approach toreading, children are encouraged to talk andwrite about their own experiencesthingsimportant to them. Narrative charts are adevice on which findings or observations fromfield trips, nature study walks, science experi-

ments, athletic events, and other individualand group experiences can be recorded. The

chart serves as a constant reminder and rein-

forcer of words that are associated withparticular experiences for the child.

Classroom Plans

Charts can also be used to record plans for

field trips, projects, athletic events, or otherfunctions. Charts can be made by the students

or by the teacher who incorporates studentsuggestions. They can list simple safety rules

or standards of conduct to be observed onoutings, or "things to look for" during parti-

cular field trips.

Advertisement Collection

Clippings of advertisements is another in-expensive way to provide materials of interestto the students. Clippings are excellent read-ing materials and make good points of depar-ture for class or group discussions. Catalogscan also be used as reading material; studentsenjoy looking up items in catalogs.

Classroom Graffiti Board

A large sheet of cardboard or similar mate-rial, used with crayons or felt markers, cancompromise a classroom graffiti board. Chil-dren should be encouraged to write messages,draw cartoons, and in general use the graffitiboard as a communicative device. This tech-nique is effective with all children. It providesmotivation to communicate via the writtenword.

Bulletin Board Displays

An old standby for encouraging reading isthe bulletin board. Bulletin boards should beattractive and be frequently changed to focusstudents' attention on new events. Childrenshould be encouraged to participate in devel-oping the bulletin boards. In this way, theywill regard the bulletin board as somethingthey have created. Bulletin boards should alsobe adaptea to various levels of difficulty toe -commodate even the slowest and most re-luctant learners.

Hobby Centers

Most children have hobbies, and they caneasily be led into learning to read so that theycan read about their particular hobbies. Thescope is unlimited. Children should beencouraged to read about not only their hob-bies but also other areas of interest they maynot have considered. This type of material canbe varied quite easily as to difficulty. Somechildren may need a great deal of structure intheir reading of these materials; others mayneed little structure. The important thing is toprovide the students with the informationthey want and need to know.

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Relating Time to Reading

Another meaningful activity is to have chil-dren relate time (time of day, month, etc.) tonumber symbols. This establishes associationsamong symbol, sound, and referent. Chiidrencan keep personal calendars in which theynote activities, events, television shows, andso on. In addition, a large classroom calendarcan be constructed for use with class activitieszind events. Many activities can be constructedaround the use of calendars, clocks, and othertime-measuring devices.

Sign and Billboard Reading

Street signs and billboards provide yet ano-ther method of teaching reading as a meaning-ful activity. Children can copy billboardinformation they see everyday and use theinformation in classroom activities. Signs andproduct labels provide a means by which chil-dren can learn important words like stop, go,walk, keep off, poison, and danger.

Directions

Directions in the roomnorth, east, south,and westcan also be labeled. Besides provi-ding reading experience, direction labeling canprovide good practice in skills prerequisite formap reading.

Map Reading and Construction

Even very young children can learn a greatdeal from constructing and labeling their ownmaps. Either individually or in groups chil-dren can make maps of things and places thatare familiar to them, such as playgrounds,the classroom, their homes. One possibleactivity is a treasure hunt using a map of theclassroom.

Weather Charts

Another "real world" reading activity in-volves the use of weather charts in the class-room. Children can make individual charts oftheir own and/or contribute to a large class-room chart. Information about temperature,humidity, and such can be recorded on the

chart. Temperature ranges can be studied andcompared to temperatures recorded duringanother month. Many other related activitiescan be utilized in conjunction with the weath-er chart. The chart also provides valuablepractice in integrating mathematic skills withreading and developing higher order skills likethe ability to make comparisons.

Photographic Stimuli

Many children have difficulty discussing orwriting about activities like field trips, even ashort while after the experience. And lan-guage charts often use more teacher languagethan student language. When children havetrouble remembering the sequence of eventsor highlights of a trip, photographs can supplythe needed additional stimulus.

They can be used in activities requiringdescriptions to be made by the students. Bylabeling the pictures, the teacher can providevery important practice in relating writtenlanguage to objects, events, and experiences.

Drama

Use drama as a support for reading. Roleplaying, improvisation, and other dramaticactivities give youngsters a chance to translatethe printed page or word into action. Insteadof telling youngsters what a smirk or a waddleis, stow them. By being shown, they gain,through visual experience, a "feel" of what ismeant.

If a youngster has difficulty understandingthe meaning of a wont he needs some kind ofexperience with the word for it to becomereal and usable in his own mind; and oftendramatic activity is the quickest way to sup-ply this experience. For example, if a young-ster is troubled by a description of how acharacter walked or talked, he can be shownby the teacher or by other cnildren who inter-pret the words through their actions."Gamboling sheep" might make more senseto him after some children pretend to besheep and gambol around the room. Also ifchildren attempt to step into the shoes of the

33

characters they are reading about, their under-standing can be decidedly deepened. Further-more, dramtic activity can reveal misunder-standings in reading and give the teacher anopportunity to provide the necessary exper-iences to overcome the misunderstandings.Frequently work in improvisation and roleplaying will lead to more sophisticateddramatic activity in which children write theirown scripts or work from professi-nally writ-ten scripts. When this happens children willspend hours reading and rereading materialuntil it "sounds right" to them.

Main Characters

After reading a story with children, askthem to find a picture that best representsone of the main characters. When the thildrenreturn with the pictures, there will usually beas many different pictures as there are stu-dents. The job will then become one of look-ing at the original text to see whether thepictures fit the description. This procedurenot only is enjoyable for youngsters, but alsoteaches them to read closely. This can also bedone for descriptions of scenes, objects, andso forth.

Picture Narratives

Use pictures as the basis for making picturenarratives. A picture narrative is a single pic-ture or series of pictures that tells a story;sometimes it is accompanied by words.Examples of picture narratives abound in theworks of Norman Rockwell. James Thurber'sThe Last Flower is a good example of;. pic-ture narrative accompanied by words. His"Hound and the Bug" is a good example of awordless picture narrative. The pictures insuch narratives can consist of photographs,paintings, drawings, cartoons, or objects. Forexample, a picture series could show a young-ster smiling, then in a store buying an icecream cone, licking the cone, the cone on theg ound, the youngster crying, and a womanhanding the crying youngster a coin. Whenchildren are given a series of pictures such as

1

these they are able to make up a verbal nar-rative line with ease. Their stories can then bewritten down and compared with others.They will differ because children will notalways choose the same order. They can cap-tion the pictures on story boards and ex-change them. The pictures can be removedeach time and attached to a new story hoard.Actually, some youngsters can draw the'. ownpictures and caption them. When youngsterscompare what they have writtenthe teachermay choose to take dictationwith wnatothers have written, considerable reading goeson. This reading can lead to improved futurewriting as youngsters pick up ideas, words,phrases, and techniques from each other.

Word-Picture Collages

Have children make word-picture collages.This allows them to create something while atthe same time inducing them to read. A word-picture collage is simple to make. It consistsof words and pictures pasted on cardboard orsome other backing and usually is centered ora particular theme such as school, how I see

myself, my best friend, my neighborhood,and so forth. Children are g i magazines,circulars, and anything else that has picturesand words in it that can be cut up. The chil-dren then begin searching for words and pic-turestures that fit their theme. As these are found,they are pasted on a surface in some kind oforder. For example, a youngster showing hisreactions to the zoo could include pictures ofbears, tigers, camels, etc.; and along withthese he might include supporting words suchas fierce, mammoth, furry, bristly, slink, pace,sleepy-eyed, etc. These could be pasted on aboard cut in the shape of a bear or anythingelse dealing with the zoo. In order to findappropriate words to support their ideas, chil-dren often read hundreds of words to find theone that fits. Frequently it is wise to haveLhildren work in pairs. This gives them enopportunity to talk about words. Such talkcan significantly contribute to languagegrowth, for in working with one another

34

youngsters have the opportunity to raise ques-tions about meanings, compare ideas, discussthe similarity of words, and so forth. The talkis purposefully directed and often more valu-able than whole class discussions.

Books

Books that are full of pictures and illustra-tions will often attract children to reading.Have many photography books, art books,collections of cartoons, insect books, bookswritten by children (including those published:n your own classroom), and any other kindof reading materials that says, just by itslooks, "Read me!" Often a youngster will leafthrough such books and now and then readcaptions; then he soon may find himself fullyengrossed. A classroom needs a variety ofbooks to attract to reading the variety of chil-dren in the classroom.

Recordings

Bring recordings of stories, plays, andpoems to class and have the children listen toseve,-al over a period of weeks. Discuss theseas you go along, pointina especially to theprofessional quality of the work (soundeffects, music, appropriateness of the voicesused, and so forth). As youngsters becomeaware of how these are done, it will becomepossible for them to imitate these models andmake their own productions. Class stories,plays, and poems can then be prepared bysmall groups in the class. These can be tapedand played for the other children.

The above suggestions offer only a fewideas for varying reading instruction andmaking it a more meaningful activity for theyoung child. Hopefully, these ideas will beconsidered, experimented with, adapted, andbuilt upon in an effort to teach purpose inreading as well as process. The underlying pre-mise of these suggestions is that besides whata child reads, how he feels while he is reading,and what he feels about the reading processare important variables each and every teachermust consider.

Materials and Books for PreschoolReading Instruction

Today, more then at any previous time,abundant materials suitable for preschoolreading instruction are available. They rangefrom traditional workbooks to elaborateaudiovisual materials. Time and space prohibitdetailed descriptions of all the materials avail-able. However, following are some instruc-tional materials which may be obtained fromthe publisher listed. Admittedly, this list isnot exhaustive.

Addison-Wesley Publishing CompanySand Hill RoadMenlo Park, Calif. 94025

The Addison-Wesley Learning Read-iness and Language Experience Kit.Preschool kit; complete readiness pro-gram

Allied Education CouncilP.O. Box 78Galien, Mich. 49113

Shape Matching. Workbook;preschool---grade 3; primary; readiness;paperback, 1968

Shape Compietion. Workbook;preschoolgrade 3; primary; readiness;paperback, 1969

Shape Analysis and Sequencing. Work-book; preschoolgrade 3; primary;readiness; paperback, 1969

Alphabet and Common Nouns. Work-book; preschoolgrade 3; primary;readiness, work recognitionvocabulary; paperback, 1968

Books 1-10. Workbook; grades 1-6;adult; readiness, word recognition-vocabulary; paperback, 1967, 1969

35

Allyn and Bacon, Inc.470 Atlantic AvenueBoston, Mass. 02111

Our Book. Visual aid; kindergarten;primary; readiness; 1968

Big Book. Visual aid; grade 1; primary;readiness, word recognition-vocabulary; 1968

Sheldon Phonics Charts. Visual aid;grade 1; primary; readiness; 1964

Picture Cards. Visual aid; grade 1;

primary; readiness; 1968

American Book Company55 Fifth AvenueNew York, N.Y. 10003

FIJI) for Ali. Reader; kindergarten;primary; other; readiness, wordrecognition-vocabulary; paperback,1965

Alphabet Cards, Alphabet PictureCards, Word Cards. Visual aid; grade 1;primary; readiness, word recognition-vocabulary; 1969

American Education Publications55 High StreetMiddletown, Conn. 06457

Weekly Reader Preschool Program.Enrichment reader; preschool;primary; readiness; paperback, 1966

Zip's Book of Wheels. Enrichmentreader; preschool; primary; readiness,interests and taste; paperback

Zip's Book of Puzzles. Enrichmentreader; preschool; primary; readiness,interests, and taste; paperback

Zip's Book of Animals. Enrichmentreader; preschool, kindergarten; pri-mary; readiness, interests, and taste;paperback

My Weekly Surprise. Enrichment read-er; kindergarten; primary; ali skills;paperback

Teacher's Ed. Paperback

Weekly Reader Children's Book ClubPrimary Division (Many titles avail-a ble ). Enrichment reader; kinder-garten; grade 2; primary; readiness;paperback

Buddy's Book of Puzzles. Enrichmentreader; grade 1; primary; readiness;paperback

Phonics and Word Power-Program 1,

Enrichment reader; grade 1; primary;readiness, word recognition-vocabulary; paperback

American Guidance Service, Inc.Publisher's BuildingCircle Pines, Minn. 55014

Peabody Language Development Kits

Level P. Boxed developmental mate-rials; preschool, kindergarten; primary;readiness, word recognition-vocabulary; 1968

Level I. Boxed developmental mate-rials; grade 1; primary; readiness, wordrecognition-vocabulary; 1965

Level 11. Boxed developmental mate-rials; grade 2; primary; readiness, wordrecognition-vocabulary; 1969

Level III. Boxed developmental materi-als; grade 2; primary; readiness, wordrecognition-vocabulary, comprehens-sion; 1967

36

Peabody Rebus Reading Program

Red and Blue Are on Me, Reader one.Supplementary reader; grade 1; pri-mary; readiness, word recognition-vocabulary; paperback, 1969

Can You See a Little Flea? Readertwo. Supplementary reader; grade 1;primary; readiness, word recognition-vocabulary; paperback

Supplementary Lessons Kit. Boxeddevelopmental materials; preschool;kindergarten; primary; readiness, wordrecognition-vocabulary; paperback,1969

Behavioral Research LaboratoriesBox 577Palo Alto, Calif. 94302

Rea mess in Language Arts Program,Books 1-6. Visual aid; kindergarten,grade 1; primary; readiness; 1967

Teacher's Ed. Paperback, 1967

Reading Program, Books 1-12. Reader;grades 1, 2; primary; other; readiness,word recognition-vocabulary; paper-back, 1966

Reading Program, Workbooks 1-16.Workbook; grades 1-3; primary, inter-mediate; readiness, word recognition-vocabulary; paperback, 1967

Alphabet Cards. Boxed developmentalmaterials; kindergarten, grade 1; pri-mary; readiness; 1968

Coloring Books. Audiovisual; kinder-garten; primary readiness; paperback,1968

Word Cards. Boxed developmentalmaterials; kindergarten, grade 1; pri-m ary; readiness, word recognition-vocabu lary; 1968

Pictorial Color Cards. Boxed develop-mental materials; kindergarten;primary; readiness; 1968

Continental Press, Inc.520 East Bainbridge StreetElizabethtown, Pa. 17022

In 'ependent Activities 1 and 2, Pre-Printed Master Carbon Units. Work-book; kindergarten; primary; readi-ness; 1958

Seeing Likenesses and Differences 1, 2,and 3, Pre-Printed Master CarbonUnits. Workbook; kindergarten, grade1; primary; readiness; 1964

Long and Short Vowels, Pre-PrintedMaster Carbon Units. Workbook; grade1; primary; readiness, wordrecognition- vocabulary; 1966

Variant Vowel Sounds, Pre-PrintedMaster Carbon Units. Workbook; grade1; primary; readiness wordrecognitionvocabulary; 1967

Phonics and Word-Analysis Skills 1 and2, Pre-Printed Master Carbon Units.Workbook; kindergarten; prim;Jry;readiness; 1966

Supplementary Reading Art Activ-ities 1 and 2, Pre-Printed MasterCarbon Units. Workbook; kinder-garten, grade 1; primary; readiness;1964

Visual Readiness Skills 1 and 2, Pre-Printed Master Carbon Units. Work-book; kindergarten, grade 1; primary;readiness; 1958

The Reading Fundamentals Program-Visual Motor Skills 1 and 2, Pre-

37

Printed Master Carbon Units. Work-book; kindergarten, grade 1; primary;readiness; 1958

The Reading Fundamental Program-Visual Discrimination 1 and 2, Pre-Printed Master Carbon Units. Work-book; kindergarten, grade 1; primary;readiness: 1958

The Reading Fundamentals Program-Thinking Skills 1 and 2, Pre-PrintedMaster Carbon Units. Workbook; kin-dergarten; primary; readiness; 1958

The Reading Fundamentals Program-Beginning Sounds 1 and 2, Pre-PrintedMaster Carbon Units. Workbook; kin-dergarten, grade 1; primary; readiness;1958

The Reading Fundamentals Program-Rhyming 1 and 2, Pre-Printed MasterCarbon Units. Workbook; kinder-garten, grade 1; primary; readiness;1958

Reading-Thinking Skills (16 volumes),Pre-Printed Master Carbon Units.Workbook; kindergartengrade 6; pri-mary; intermediate; all skills; 1963

Economy Company1901 North Walnut, Box 25308Oklahoma City, Okla. 73105

Individual Lesson Folders. Workbook;grades 1-3; primary; readiness, wordrecognition - vocabulary; paperback,

1969

Oral English, Learning a Second Lan-guage, Pupil's Book. Supplementaryreader; kindergartengrade 3; primary;readiness; paperback, 1969

Language Development Cards, GroupB. Visual aid; kindergarten-- grade 3;primary; readiness, word recognition-vocabulary; 1969

Wail Charts (3). Visual aid; kinder-garten grade 3; primary; readiness;1969

Pocket Chart. Visual aid;kindergartengrade 3; primary; readi-ness; 1969

Sounds and Stories (Packet of 20 pacetapes). Audio aid; grades 1-3; pri-mary; readiness, word recognition -vocabulary; 1969

Language Development Cards, GroupA. Visual aid; kindergartengrade 3;primary; readiness; 1969

Kindergarten Keys fulfills the follow-ing requirement specified by kinder-garten specialists:A good kindergarten program providescertain basic elements.

Varied Activities

During the first week of schoolthe teacher using KindergartenKeys will introduce the childrento various kinds of activities:play activities in a number ofwork and play centers; listeningto stories, poems, and interestingfactual material about the homeand family; oral language activi-ties; art; music and musicalgames; and guided physical edu-cation.The child soon learns how touse the activity wheel, whichpictures several different kinds ofactivities for him. He is assignedto two activities each day butmay request an option if heprefers.

38

Adequate Materials

The laboratory materials in Kin-dergarten Keys are those neces-sary for conducting a completecurriculum in perceptual learning.Included are a basic library ofpicture books, storybooks, andsongbooks, geometric templatesand shapes for teaching math-ematical concepts and art; colorcharts; number charts; 268 pic-ture concept cards and 336vocabulary cards for langugearts, mathematics, science, socialstudies, and reading readiness; a

pocket chart for teaching con-cepts of time, weather, andsound-symbol relationships; andUp We Go, the pupil's activitybook. Up We Go is both a teach-ing tool and a measuring in-strument, providing meaningfulactivities for the child and a

specific developmental plan formeasuring behavioral perform-ance. The teacher is given sug-gestions for handling individualdifterences through extendedactivities. Suggestions forteacher-parent and -child coun-seling are augmented by keepingthe record of progress appearingin the pupil's activity book. Thisreport sheet is attached at thebeginning of school and kept inthe child's record folder.

Adequate Equipment

The only materials not fur-nished in Kindergarten Keysare those expected to be foundin most schools, such as crayons,paints, easels, chalk and bulletinboards, and standard classroomand playground equipment.

Educational Activities, Inc.P.O. Box 392Freeport, N.Y. 11520

Make-A-Story Cards. Visual aid; pre-schoolgrade 1; primary; readiness;1968

Plastic Letters and Numbers. Visualaid; preschoolgrade 1; primary; readi-ness

Listening with Mr. Bunny Big Ears(Records). Audio aid; preschoolgrade2; primary; readiness; 1965

Listen and Learn with Sparky ColoringWork-Manual. Workbook; kinder-gartengrade 2; primary; readiness,

word recognition-vocabulary; 1968

Sound Tunes (Record). Audio aid; kin-dergartengrade 2; primary; readiness;1968

Meet Mr. Mix-Up (Record). Audio aid;kindergartengrade 2; primary; readi-ness

Flash Cards. Visual aid; kindergarten- -grade 2; primary; readiness; 1966

Who Said It (Record). Audio aid; kin-dergartengrade 2; primary; readiness;1966

Flash Cards to Accompany Record.Visual aid; kindergartengrade 2; pri-mary; readiness, word recognitionvocabulary; 1966

Basic Elementary Spelling Skills Vol-umes 1-5 (Records). Audio aid; grades2-6; primary intermediate; readiness,word recognition-vocabulary; 1967

Educational Developmental Laboratories, Inc.284 Pulaski RoadHuntington, N.Y. 11743

Accuracy Tach-X Set ABC (25 film-strips). Visual aid; grades 1-3; primary;readiness

39

Instructor's Guide. Paperback

Tach-X Accuracy Set DEF (25 film-strips). Visual aid; grades 4-6; primary;readiness

Look and Write, An Eye-Hand Coordi-nation Workbook. Workbook; kinder-garten; primary; readiness; paperback

Game Library Sets. Visual aid; kinder-gartengrade 2; primary; wordre c ogn i tion-vocabulary, comprehen-sion, interests, and taste; paperback

Weston Woods Aud Libraries (Film-strips and recordings). Audiovisualaid; kindergartengrade 3; primary;readiness, interests, and taste

Look and Do Visual-Motor ActivitiesKit. Visual aid; kindergartengrade 1;primary; readiness

Aud-X Readiness Set, AX-R3 (29 f i Im-strips and recordings). Audiovisual aid;kindergartengrade 1; primary; readi-ness

Aud-X Readiness Book R-3. Work-book; kindergartengrade 1; primary;readiness, word recognition -vocabulary; paperback

Aud-X 4-20 Word Instructioq FilmStrips and Recordings (51). Audio-visual aid; grade 1; primary; readiness,word recognition-vocabulary

Set 86-100 Controlled Reader Proces-sing Filmstrips (15) and Tach-X WordRecognition Filmstrips (5). Visual aid;grades 2, 3; primary; readiness, wordrecognition vocabulary

CR-PT 9-40 Processing Training StoryFilmstrips (32). Visual aid; grades 1,2; primary; readiness, wordrecognition-vocabulary

Set 41-55 Controlled Reader Proces-sing Filmstrips (15) and Tach-X Word

Recognition Filmstrips (5). Visual aid;grade 2; primary; readiness, wordrecognition-vocabulary

Set 56-70 Controlled Reader Proces-sing Filmstrips (15) and Tach-X WordRecognition Filmstrips (5). Visual aid;grades 2, 3; primary; readiness, wordrecognition-vocabulary

Set 71-85 Controlled Reader Proces-sing Filmstrips (15) and Tach-X WordRecognition Filmstrips (5). Visual aid;grades 2, 3; primary; readiness, wordrecognition-vocabulary

Aud-X Reading Sheets 1-11., Reader,workbook; kindergartengrade 1; pri-mary; word recognition-vocabulary,comprehension, interests, and taste

TX 1-40 Tach-X Word RecognitionFilmstrips (10). Visual aid; kinder-gartengrade 2; primary; word recog-nition-vocabulary

Tach-X Word Recognition Book 1-40.Workbook; kindergartengrade 2; pri-mary; word rccognitionvocabulary;paperback

ListenLookLearn SystemReadiness Pictures Set 4c (25 film-strips). Visual aid; kindergarten; pri-mary; readiness

Motility Training Series, Set CR-MT(15 filmstrips for controlled reader).Visual aid; kindergartengrade 3; pri-mary; readiness

My Skills Sheets (1-70). Boxed devel-opmental materials; kin-dergartengrade 3; primary; all skills

Educational Games, Inc.200 Fifth AvenueNew York, N.Y. 10010

Spin-A-Shape. Teachingdevice; preschoolgradereadiness

machine or1; primary;

40

Colors and Numbers. Teaching ma-chine or device; preschoolgrade 1;primary; readiness

Learning Numbers 1-5, Teaching ma-chine or device; preschoolgrade 1;primary; readiness

Shape Up. Teaching machine or device;preschoolgrade 1; primary; readiness

Wonder Words. Teaching machine ordevice; kindergartengrade 3; primary;word recognition-vocabulary; 1966

Whole and Half. Teaching machine ordevice; preschoolgrade 1; primary;readiness

Up and Down, Teaching machine ordevice; preschoolgrade 1; primary;readiness

In and Out. Teaching machine or de-vice; preschoolgrade 1; primary;readiness

Billy and Judy. Visual aid; preschoolgrade 1; primary; readiness

TV Teacher. Visual aid; preschoolgrade 1; primary; readiness

Imagination Stage. Visual aid; pre-schoolgrade 1; primary; readiness

Learning Stage. Visual aid; preschoolgrade 1; primary; readiness

Encyclopaedia Britannica Press425 North Michigan AvenueChicago, III. 60611

Language Experiences in ReadingLevel III Pupil Book. Workbook; grade3; primary; readiness; word recogni-tion-vocabulary, study skills; paper-back, 1967

Language Experiences in Reading. Twohundred prereading instructional tech-niques to develop communicationsbills leading to reading and writingability

Eye Gate House, Inc.146-01 Archer AvenueJamaica, N.Y. 11435

Reading Readiness-Educational Film-strips. Visual aid; grade 1; primary;readiness, word recognition-vocabulary; 1967

I Hear a Rhyme-Educational Film-strips. Audiovisual aid; kindergartengrade 1; primary; readiness; wordrecognition-vocabulary; 1967

Field Educational Publications, Inc.(Harr Wagner Publishing Company)609 Mission StreetSan Francisco, Calif. 94105

Time Machine Series. Supplementaryreader; preschoolgrade 2; primary;word recognition-vocabulary, compre-hension; hard cover, 1965

Long Playing Records To Accompanythe Leonard Books (Samples of aseries). Audio aid; preschoolgrade 2;primary; interests and taste; 1965

Follett Publishing Company1010 West Washington BoulevardChicago, III. 60607

Kindergraph Material. Workbook; kin-dergarten; primary; readiness; paper-back, 1960

The Frostig Program for the Develop-ment of Visual Perception. Visual aid;grade 1; primary; readiness; 1964

I Want To Learn. Workbook; grade 1;primary; readiness; paperback, 1966

Charts. Visual aid; grade 1; primary;readiness; 1966

Big Bug, Little Bug (Sample of theBeginning to Read Series). Enrichmentreader; grade 1; primary; readinesshard cover, 1961

41

A Day With Debbie. Enrichmentreader; grade 1; primary; readiness;hard cover, 1966

Something To Read and Do. Work-book; grade 1; primary; readiness;paperback, 1966

Teacher's Ed. oaperback, 1965

Four Seasons with Suzy. Enrichmentreader; grade 1; primary; readiness;hard cover, 1965

In the Big City. Enrichment reader;grade 1; primary; readiness; hard cover,1965

Sunny Days in the City. Enrichmentreader; grade 1; primary; readiness;hard cover, 1965

Play with Jimmy. Enrichment reader;kindergarten; primary; readiness; hardcover, 1963

Fun with David. Enrichment reader;grade 1; primary; readiness; hard cover,1963

Laugh with Larry. Enrichment reader;grade 1; primary; readiness; hard cover,1963

Activities Book 1. Workbook; grade 1;primary; readiness; paperback, 1964

Garrard Publishing Company1607 North Market StreetChampaign, III. 61820

The Happy Bears Story Book. Enrich-ment reader; preschoolgrade 1;

primary; readiness; paperback, 1956

The Happy Bears, A Story ReadingPad. Workbook; preschoolgrade 1;

primary; readiness

The Happy Bears Game. Boxed devel-opmental materials; preschoolgrade1; primary; readiness, word recogni-tion-vocabulary; 1956

Match, Set 1 and Set 2. Boxed devel-opmental materials; grades 1-3; pri-mary; readiness, word recognition-vocabulary; 1953

Picture Readiness Game. Boxed devel-opmental materials; preschool, kinder-garten; primary; readiness; 1949

Who Gets It? Boxed developmentalmaterials; preschool, kindergarten; pri-mary; readiness; word recognition-vocabulary; 1954

Readiness for Reading. Workbook; pre-schoolgrade 1; primary; readiness;paperback, 1949

Picture-Word Cards. Visual aid; grades1, 2; primary; readiness, word recogni-tion-vocabulary; 1941

Ginn and CompanyStatler BuildingBack Bay P.O. Box 191Boston, Mass. 02117

Basic Card Sets Levels 2-10. Visual aid;grades 1-3; primary; readiness, wordrecognition-vocabulary; 1969

Building Pre-Reading Skills Kit A-Language. Boxed developmental mate-rials; preschoolgrade 1; primary;readiness; 1965

Kit B-Consonants. Boxed developmen-tal materials; preschoolgrade 1; pri-mary; readiness; 1966

Album 1-Songs in the Reading Readi-ness Program. Audio aid; grade 1; pri-mary; readiness

Let's Listen-Auditory Training forSpeech Development and ReadingReadiness. Audio aid; kindergartengrade 1; primary; readiness

My Little Red Story Book. Reader;grade 1; primary; local; readiness;paperback, 1966

42

My Little Green Story Book, Pre-Primer II. Reader; grade 1; primary;local; readiness; paperback, 1966

Album 2-Songs and Stories in The Pre-Primer Program. Audio aid; grade 1;primary; readiness, interests, and taste

Self-Help-Activities. Workbook; gradel;primary; readiness, word recognition-vocabulary; paperback, 1966

My Little Blue Story Book, Pre-Primer///. Reader; grade 1; primary, local;readiness; paperback, 1966

Grosset and Dunlap, Inc.51 Madison AvenueNew York, N.Y. 10010

Early Start Readers (19 titles, a series).Enrichment reader; kindergartengrade 1; primary; all skills; hard cover,1967

Harcourt Brace Jovanovich, Inc.757 Third AvenueNew York, N.Y. 15017

Pocket Chart. Visual aid;kindergartengrade 1; primary; readi-ness

Big Card Box. Visual aid; kinder-gartengrade 1; primary; readiness

Children's Spelling Pockets. Visual aid;kindergartengrade 1; primary; readi-ness

Teacher's Guide 1. Paperback

Individual Letter Cards. Visual aid;kindergartengrade 1; primary;readiness

Workpad 1-2. Workbook; grade 1; pri-mary; readiness, word recognition-vocabulary; paperback

Workpad 3-6. Workbook; grade 1; pri-mary; readiness, word recognition-vocabulary; paperback

Harper and Row2500 Crawford AvenueEvanston, III. 60201

Fun at the Pond. Workbook; grade 1;primary; readiness; paperback, 1966

Frog Fun. Reader; grade 1; primary;other; readiness, word recognition-vocabulary; paperback, 1963

Tuggy. Reader; grade 1; primary;other; readiness, word recognition-vocabulary; paperback, 1963

On Our Way to Read: Basic ReadinessBook. Workbook; kindergartengrade1; primary; local environment; readi-ness; paperback, 1966

Teacher's Ed. for On Our Way toRead: Basic Readiness Book (Dupli-cating masters). Paperback, 1966

Off We Go with Stories. Reader; pre-schoolgrade 1; primary; localenvironment; readiness; paperback,1966

City Days, City Ways. Reader; grade 1;primary; local environment; readiness,word recognition-vocabulary; paper-

back, 1966

Pre-Primer Workbook. Workbook;grade 1; primary; readiness, wordrecognition-vocabulary; paperback,1966

Janet and Mark. Reader; grade 1; pri-mary; local environment; readiness,

word recognition-vocabulary; paperback, 1966

D. C. Heath and Company125 Spring StreetLexington, Mass. 02173

Early Development Growth Exper-iences. Provides diagnostic, evaluative,and prescriptive measures to insureindividualized reading instruction.

43

Ideal School Supply Company11000 South Lavergne AvenueOak Lawn, Ill. 60453

Pictures for Sequence. Visual aid; kin-dergartengrade 1; primary; readiness,comprehension

Classification-Opposites-SequenceMagic Cards. Boxed developmentalmaterials; kindergarten--grade 1; pri-mary; readiness, comprehension

Objects That Rhyme. Teaching ma-chine or device; kindergartengrade 1;primary; readiness, word recognition-vocabu I ary

Capital Letters, Lower Case Letters,Building Letters. Visual aid; kinder-gartengrade 1; primary; readiness,

word recognition-vocabulary

Name Pictures for Flannel Board.Visual aid; kindergartengrade 1; pri-mary; readiness

Action Pictures for Flannel Board;Rhyming Pictures for Flannel Board.Visual aid; kindergartengrade 1; pri-mary; readihess, word recognition-vocabu lary

Rhyming Puzzles. Visual aid; kinder-gartengrade 2; primary; readiness,

word recognitionvocabulary

Color Recognition Chart. Visual aid;kindergartengrade 1; primary; readi-ness, word recognition-vocabulary

Rhyming Chart. Visual aid; pre-

schoolgrade 1; primary; readiness

ReadingWriting Readiness Chart.Visual aid; preschoolgrade 1; pri-mary; readiness

Reading Readiness Transparencies.

Visual aid; preschoolgrade 1; pri-

mary; readiness

Reading Readiness Tapes. Audio aid;kindergartengrade 1; primary; readi-ness

Duplicator Workbook for ReadingReadiness Tapes. Workbook; kinder-gartengrade 1; primary; readiness;paperback

Classification-Opposites SequenceCharts. Visual aid; kindergartengrade1; primary; readiness, comprehension

Classification-OppositesSequenceTapes. Audio aid; kindergartengrade1; primary; readiness, comprehension

Duplicator Worksheets for Classifica-tion-Opposites-Sequence Tapes. Work-book; kindergartengrade 1; primary;readiness, comprehension

Pictures for Classification Opposites.Visual aid; kindergartengrade 1; pri-mary; readiness, comprehension

Imperial International LearningBox 548Kankakee, III. 60901

Gateway to Good Reading. (Auditorydiscrimination). Boxed developmentalmaterials; kindergartengrade 1; pri-mary; readiness

Visual Perception. Boxed develop-mental materials; kindergartengrade1; primary; readiness; 1970

Taped Lessons (20 reel-to-reel tapes orcassettes). Audio aid; kindergartengrade 1; primary; readiness; 1970

We Learn the Colors and Their Names.Boxed developmental materials; kindergartengrade 1; primary; readiness;1967

Lyons and Carnahan, Inc.407 East 25th StreetChicago, III. 60616

Pictures To Read. Reader; kinder-

44

gartengrade 1; primary; readiness;paperback, 1962

Fun With Pictures. Workbook; kinder-gartengrade 1; primary; readiness;paperback, 1962

Three of Us. Reader; kindergartengrade 1; primary; readiness; paperback,1962

Play With Us. Reader; kindergartengrade 1; primary; readiness; paperback,1962

Fun With Us. Reader; kindergartengrade 1; primary; local environment;readiness; paperback, 1962

Ride With Us. Reader; kindergartengrade 1; primary; local environment;readiness; paperback, 1962

Many Surprises. Reader; grade 1; pri-mary; local environment; readiness;hard cover, 1962

Teacher's Ed. Paperback, 1962

Fun To Do Books. Workbook; grade 1;primary; readiness, word recognition-vocabulary; paperback, 1962

Down Our Way. Reader; grade 1; pri-mary; local environment; readiness,

word recognition-vocabulary; hardcover, 1962

See Us Come, Pre-Primer 1. Reader;grade 1; primary; local environment;readiness, word recognition-vocabulary; paperback, 1958

See Us Play, Pre-Primer 2. Reader;grade 1; primary; local environment;readiness, word recognition-vocebilary; paperback, 1958

Stories from Everywhere. Reader;grade 1; primary; local environment;readiness; hard cover, 1962

Teacher's Ed. Paperback, 1962

Workbook. Workbook; grade 1; pri-mary; readiness, word recognition-vocabulary; paperback, 1962

The Macmillan Company866 Third AvenueNew York, N.Y. 10022

Preschool Readiness Kit. Preschoolkit; complete readiness program

McQueen Publishing CompanyBox 198 Route 1Tiskilwa, III. 61368

What Kind? Workbook; Preschool, kin-dergarten; primary; readiness;paperback, 1968

How Many? Workbook; preschool, kin-dergarten; primary; readiness; paper-back, 1968

Which One? Workbook; preschool, kin-dergarten; primary; readiness, wordrecognition - vocabulary; paperback,1968

We Can Read. Reader; grade 1; pri-mary; readiness, word recognition-vocabulary; hard cover, 1963

We Write What We Can Read (Re-vised). Workbook; grade 1; primary;readiness, word recognition-vocabulary; paperback, 1969

Getting Ready for Reading, Writing,and ArithmeticPre-School HeadstartKindergarten Teacher's Guide. Paper-back, 1968

Open Court Publishing Company1307 Seventh Street, Box 399La Salle, III. 61301

Open Court Kindergarten Program.Complete instructional program forthe kindergarten.

Phonovisual Products, Inc.4708 Wisconsin Avenue, N.W.Washington, D.C. 20007

45

Consonant Flipstrips. Visual aid; grade1; primary; readiness; 1959

Consonant Picture Pack. Visual aid;grade 1; primary; readiness; 1963

Phonovisual Consonant Workbook.Workbook; grade 1; primary; readiness,word recognition-vocabulary; 366

Phonovisual Consonant Chart. Visualaid; grade 1; primary; readiness; 1960

I Can. Visual aid; grade 1; primary;readiness, word recognition-vocabulary; paperback, 1963

Phonovisual Skill Builders. Visual aid;grade 1; primary; readiness; 1959

Come to My Party. Visual aid; grade 1;primary; readiness; paperback, 1963

Phonovisual Vowel Workbook. Work-book; grade 1; primary; readiness,word recognition-vocabulary; paper-back, 1966

Phonovisual Vowel Chart. Visual aid;grade 1; primary; readiness; 1960

Phonovisual Vowel Flipstrips. Visualaid; grade 1; primary; readiness; 1963

Vowel Picture Pack. Visual aid; grade1; primary; readiness, word recogni-tion-vocabulary; 1963

Play 'n TalkP.O. Box 18804Oklahoma City, Okla. 73118

Now Everyone Can Read, Series I.Workbook; grade 1; primary; readiness,word recognition-vocabulary; paper-back, 1962

Riddles 'n Rhyme (Records 1-31).Audio aid: kindergartengrade 1; pri-mary; readiness; 1968

Science Research Associates, Inc.259 East Erie StreetChicago, III. 60611

The Mister Reading Program. Completepreschool reading program. Reading Iconcentrates on the basic decodingskills necessary to look at a word,sound it out, and say it. Reading IIemphasizes comprehension and ad-vanced reading skills.

Scott, Foresman and Company1900 East Lake AvenueGlenview, III. 60025

First Talking Storybook Box. Boxeddevelopmental materials; grade 1; pri-mary; readiness, word recognition-vocabu lary; 1946

Sounds I Can Hear. Audiovisual aid;preschoolgrade 1; primary; wordrecognitionvocabu lary

Match-and-Check Set 1, Set 2, Set 3,

and Set 4. Boxed developmental mate-rials; preschoolgrade 1; primary;word recognition-vocabulary; 1967

Posters (Set of 4). Visual aid; grade 1;primary; readiness; 1959

Standard Educational Corporation130 North Wells StreetChicago, III. 60606

Words To Know. Supplementaryreader; preschoolgrade 1; primary;readiness, word recognition-vocabulary

Teachers College PressColumbia University525 Vest 120th StreetNew York, N.Y. 10027

Workbooks. Workbook; kinder-gartengrade 1; primary; readiness,

word recognition-vocabulary; paper-

back, 1964

46

Rhyming Word Cards. Visual aid; grade1; primary; readiness, word recogni-tion-vocabulary

Anagram Cards. Visual aid; grade 1;primary; readiness, word recognition-vocabu lary

Read Along with Me (Story booklet).Supplementary reader; kindergartengrade 1; primary; readiness, wordrecognition- vocabu lary; paperback,1964

When People Talk on the Telephone.Supplementary reader; grades 4-6;intermediate; readiness, word recogni-tion-vocabulary; paperback, 1964

The Titan CorporationEducational Division130 West Wieuca Road, N.E.Atlanta, Ga. 30305

Pic-a-Pair Series 1, Pattern Recogni-tion. Visual aid; preschool, kinder-garten; primary; readiness; 1969

Pic-a-Pair Series 2, Alphabet. Visualaid; kindergartengrade 1; primary;readiness; 1969

Pic-a-Pair Series 3, Transition. Visualaid; kindergartengrade 1; primary;readiness, word recognition-vocabulary; 1969

Webster DivisionMcGraw-Hill Book CompanyManchester RoadManchester, Mo. 63011

Tell Again Story Cards, Levels I and II.Boxed developmental materials; kin-dergartengrade 1; primary; all skills;1967

Alphabet Strips. Visual aid; kinder-gartengrade 1; primary; readiness

Word Making Productions721 Keams Building, P.O. Box 305Salt Lake City, Utah 84110

Rebus Picture Puzzles (Initial Sounds).Workbook; grades 1-3; primary; readi-ness, word recognition-vocabulary;1969

Read-the-Picture Storybooks (12books). Supplementary reader; grades1-4; primary; intermediate; readiness,word recognition-vocabulary; paper-back, 1967

Snoopy Snake. Supplementary reader;grade 3; primar,/-adult; readiness; hardcover, 1963

Word Making Cards. Visual aid; kinder-gartengrade 1; primary; readiness,word recognition - vocabulary

Word Making Picture Stickers. Visualaid; kindergartengrade 2; primary;readiness, word recognition-vocabulary

47

Musically Speaking. Audio aid; kinder-gartengrade 1; primary; readiness;paperback, 1969

Wordcrafters GuildSt. Albans SchoolMassachusetts and Wisconsin Avenues, N.W.Washington, D.C. 200

Student Syllabascope. Teachingmachine or device; primary - junior.high; readiness, word recognitionvocabulary

Teacher Syllabascope. Teachingmachine or device; grade 1; primary;readiness, word recognition-vocabulary

The 220 Basic Sight Words. Visual aid;grades 1-3; primary; readiness, wordrecognition-vocabulary

Teacher Syllabication Set. Visual aid;grades 1-3; primary; readiness, wordrecognition-vocabulary

Books for Preschool Children

More than likely, one of the greatest diffi-cu'ties -acing the preschool teacher s deter-mining what tradebooks are suitably forpreschool children. Closely akin to the aboveproblem is the problem of identifying trade-books which can be used to correlate readingwith other arcs of the preschool curriculum.

Following is a list of over 900 books whichhave been categorized under these headings:alphabet books; animals; beginnings; city;construction and machinery; counting;

Author

country; families; fantasy; games and crafts;human body; opposites, other perspectives;peoples of the world; plants; poetry, songs,and rhymes; problem-solving; puppetry;records; relationships with others; seas, rivers,and oceans; sizes and shapes; sounds; talkingabout feelings; transportation; and weather.

The teacher might use this list as a startingpoint for the classroom library, and workwith the school librarian in obtaining theseand other books for the school library.

Title Publisher

Anglund, Joan. Walsh

Asimov, Isaac

Banner, AngelaBirmingham, JohnBond, Jean CareyBrown, MarciaCrews, DonaldDuvoisin, RogerFalls, C. B.Freeman, DonGag, Wanda

Garten, Jan, and Muriel BathermanGordon, IsabelGrossbart, FrancineHannaBarberaHeide, Florence P.Holl, Adelaide

HowardGrbon, Amelia FranceIls ley, VelmaIpcar, DahlovJohnson, CrockettKaufman, JoeKredenser, GailKrieger, DavidLear, Edward

Leuthold, Catherine FullerMcGinley, Phyllis

ALPHABET BOlKS

A Is for AlwaysIn a Pumpkin Shell A Mother GooseABCABC's of SpaceABC's of the OceanAnt arid Bee and the ABCAecA Is for AfricaPeter Piper's AlphabetWe Read: A to ZA fo. the ArkABC BookAdd-aLine AlphabetABC BunnyThe Alphabet TaleABC HuntA Big CityPebbles Flintstone's ABCAlphabet ZoopThe ABC of Cars, Trucks, and MachinesAn Illustrated Comic AlphabetM Is for MovingI Love My Anteater with an AHarold's ABCWords

ABC's of Bumptious BeastsLette's and WordsA Was Once an Apple Pie: A NonsenseAlphabetBeast: An Alphabet of Fine PrintsAll Around the Town

48

Harcourt Brace JovanovichHarcourt Brace Jovanovich

IA ..r & Co.'Na & Co.Franklin WattsBobbsMerrill Co.Franklin WattsCharles Scribner s SonsHarper & RowLathrop, Lee & Shepard Co.Doubleday & CoGolden Gate Junior BooksCoward, McCann & GeogheganRandom HouseViking PressHarper & RowWhitman Books (Western Publishing Co.)Saturday Review PressAmerican Heritage PressHenry Z. WalckHenry Z WalckAlfred A. KnopfHarper & Row

Golden Press (Western Publish'og Co )Harlin Quist BooksAddison-Wesley Publishing Co.Scholastic Book .S rvices

Little, Brown & CoJ B. Lippincott Co.

Author Title Publisher

Massie, Diane R.Matthiesen, ThomasMoore, LouMorse, Samuel F.Munari, BrunoPeppe, Rodney

Platti, CelestinoPolak, Johan, illus.

Reed, Mary, and Edith OsswaldRey, Hans A.Scarry RichardSchlesinger AliceSeuss, DrSteiner, CharlotteV.alker, Barbara K.Warburg, Sandol StoddardWatson, Nancy D.Wiidsmith, BrianWilliams, GarthZacks, Rene

Alberti, TrudeAllen, Robert

Berg, Jean HortonBethell leanBirnbaum, AbeBrown, Margaret W.

Carroll, Ruth

Cass, Joan

Chenery, JanetConklin, GladysDaniels, GuyD'Aulaire, Inge and Edgar P.Daly, EileenDennis, Wesley

Duvols,51. Poger A.Eastman, P. 0.Ets, Marie Hall

Fano, LouiseFisher, AileenFlack, Marjorie

Gorelick, May

DazzleABC: .-n Alphabet BookI Live in the CityAll in a SuitcaseBruno Munan's ABCThe Alpha Set Book

Celestino Piatti's Animal ABCTrue-to-Life ABC Book IncludingNumbersMy First Golden DictionaryCurious George Learns tne AlphabetBest Wow Book EverHere 144' Go Round the Mulberry BushDr. Seuss's A & .9 & CMy Slippers Are RedI Packed My TrunkFrom Ambledee to ZumbledeeWhat Does A Begin WithBrian Wildsmith's ABCThe Big Golden Animal ABCSpace Alphabet

ANIMALS

The Animals' LullabyA Child's World of AnimalsThe Zoo Book

Animal Picture Books:

Playful Pets (and others in series)Nobody Scares a PorcupineBarney BeagleGreen EyesGolden Bunny and 17 Other StoriesHome for a BunnyThe Runaway BunnyThe Chimp and the ClownWhere's the BunnyThe Cats Go to MarketWolfieLittle ApesThe Tsar's RiddlesAnimals EverywhereButterfly: Story of MagicFlipFlip and the MorningTumble: The Story of a MustangPetuniaAre You My MotherIn the ForestPlay with MeHappy LionWe Went LookingAngus and the CatAsk Mister BearWhat Makes a Bird a Bird

40

Parents' Magazine PressPlatt & MunkWhitman Books (Western Publishing Co.)Little, Brown & Co.World Publishing CoFour Winds Press IScholastic.BookServices)

Atheneum PublishersGrosset & Dunlao

Golder Press (Western Publishing Co.)Houghton Mifflin Co.Golden Press ()Pastern Publishing Co.)Grosse,. & DunlapBeginner BooksAl`red A. KnopfFollett Publishing Co.Houghton Mifflin Co.Alfred A. KnopfFrankl.r WattsGolden Press (Western Publishing Co.)Prentice-Hall

World Publishing Co.Platt & MunkPlatt & Munk

Renwal ProductsWestminster PressWonder-Treasure BooksCapitalGolden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Harper & RowHenry Z. WalckHenry Z. WalckAbelard-SchumanHarper & RowHoliday HouseMcGraw-HillDoubleday & Co.Whitman Books (Western Publishing Co )Viking PressViking PressHastings House PublishersAlf red A. KnopfRandom HouseViking PressViking PressMcGraw-HillThomas Y. Crowell Co.-ioubleday & Co.The Macmillan Co.Follett Publishing Co.

Author Title Publisher

Gay, Zhenya

Green, Mary

Hall, But

Hoff, SydHoll, AdelaideIpcar, Dahlov

Jacobs, Allan D. and Leland B.Johnson, RyersonKahl, AnnKrauss, RuthLa Fontaine, Jean deLeaf, Anne, illus.Levenson, DorothyLipkind, WilliamLipkind, William, and Nicolas MordvinoffLobel, Arnold

Lowrey, Janette SebringMann, PeggyMason, SueMayer, MercerMiles, MiskaMunari, BrunoNakatani, ChiyokoPotter, Beati.x

Prague, ArtiaReit, SeymourRey, Hans A.

Risom, Ole

Robinson, TomRojankovsky, FeodorScarry RichardSkaar, Grace

What's Your Name

Golden Shape Books:

The Bear BookBug BookThe Elephant BOOK

The Tiger BookThe Turtle BookThe Zoo BookEverybody Has a House and EverybodyEatsWhatever Happens to KittensWhatever Happens to PuppiesThe Horse in Harry's RoomOne Kitten for rfriThe Cat at NigttI Like AnimalsBehind the CircusLet's Walk Up the WallTrouble Is a CatBears

The Lion and the RatMother GooseToo Many PocketsNubber BearThe Two Reds

A Holiday for Mister MusterThe Zoo for Mister MusterPoky Little PuppyThe Boy With a Billion PetsAnimals Talk to MeA Boy, a Dog and a FrogMississippi PossumBruno Munari's ZooThe Day Chiro Was LostThe Tale of Benjamin BunnyThe Tale of Jemima Puddle Duck (andothers in series)Turtle and Her FriendsAnimals Around My BlockAnybody at HomeCurious GeorgeCurious George Gets a MedalCurious George Rides a BikeCurious George Takes a JobFeed the AnimalsFind the AnimalsSee the CircusWhere's My BabyI Am a BearI Am a BunnyI Am a KittenI Am a MouseI Am a PuppyButtonsAnimals on the FarmWhat Animals DoNothing But Cats and All About Dogs

50

Viking Press

Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co )Addison-Wesley Publishing Co.

Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Harper & RowAddison-Wesley Publishing CoDoubleday & CoAlfred A KnopfLeinerHoliday HouseRobert B. LuceHarper & RowFranklin WattsRand-McNally & Co.Wonder-Treasure BocksHarcourt Brace JovanovichHarcourt Brace Jovanovich

Harper & RowHarper & RowGolden Press (Western Publishing Co.)Coward, McCann & GeogheganRand-McNally & Co.E. M. Hale & Co.Little, Brown & Co.World Publishing Co.World Publishing Co.Frederick Warne & Correderick Warne & Co

Golden Press (Western Publishing Co )McGraw-HillHot.'hton Mifflin CoHot ghon Mif Hun Co.Hcughon M.f Hun Co.HoLyn ton Mifflin CoHoughton Mifflin CoHoughton Mifflin Co.Houghton Mifflin Co.Houghton Mifflin Co.Houghton Mifflin CoGolden Press (Western Publishing Co.)Golden Press (Western Publishing Co )Golden Press (Western Publishing Co )Golden Press (Western Publishing Co.)Golden Press (Western Publ.shing Co )Viking PressAlfred A KnopfGolden Press (Western Publishing Co.)Addison-Wesley Publishing Co

Author Title Publisher

;Saar, Grace, and Louise Woodcock

Tui kle, BuntonWild:;mith, BrianZakhoder, BorisZion, Gene

Brawley, Eleanor RigginsBrown, Margaret WConklin, GladysDarby, GeneDavis, DaphneFlack, MarjorieFujikawa, Gyo, illus.Grant, BruceHobson, LauraIpcar, DahlovKumin, Maxine W , and Anne SextonLord, BemanProvenson, Alice and MartinSelsam, Millicent E

Showers, Paul and Kay S.Stevens, CarlaTresselt, Alvin R.Watson Aldren AWebber, Irma E.Ylla, and Arthur Gregor

AidaAsch, FrankThe Bank Street College of EducationBarrett, Judith

Binzen, BillbIos, Joan W.Bot, me, Miriam AnneBrewer, BarbaraBurton, VirginiaDawson, RGse Mary and RichardFelt, SueFenton, EdwardFreeman, DonFunk, TomHawkinson, John and LowHoll, AdelaideHopkins, Lee Bennett

Horvath, BettyHumphrey, HenryKempner, CarolLansdown, BrendaLipkind, William, and NicolasMordwnoff

The Very Little Dog and The SmartLittle KittyThy Friend, ObadiahBrian Wildsmith's Wild AnimalsRosachokHarry the Dirty Dog

BEGINNINGS

Lisa's Spring BabyThe Golden Egg BookWhen Insects Are BabiesWhat Is a PlantThe Baby Animal BookTim Tadpole and the Great BullfrogBaby AnimalsHow Chicks Are BornI'm Going To Have a dabyWonderful EggEggs of ThingsOur New Baby's ABCWho's in the EggAll Kinds of Babies

Before You Were a BabyThe Birth of Sunset's KittensRain Dim SplashMy Garden GrowsBits That Grow BigAnimal Babies

CITY

My Visit to the DinosaursLindaIn the City People ReadOld MacDonald Had an ApartmentHouseMiguel's MountainIt's Spring, She SaidEmilio's Summer DayBarto Takes the SubwdyLittle HouseA Walk in the CityRosa-TooLittleThe Gig Yellow BalloonCorauroyI Read SignsThe Little Boy Who Lives Up HighBright, Bright MorningI Think I Saw a Snail: Young Poemsfor City SeasonsHooray for JasperWhat ts It ForNicholasGalumphPie Two Reds

51

Addison-Wesley Publishing Co.

Viking PressFranklin WattsLothrop, Lee and Shepard CoHarper & Row

John Knox PressGolden Press (Western Publishing Co.)Holiday HouseBenefic Press

Golden Press (Western Publishing Co.)Doubleday & Co.Grosset & DunlapRandMcNally & CoJohn Day Co.Doubleday & Co.G. P. Putnam's SonsHenry Z. WalckGolden Press (Western Publishing Co.)Four Winds Press (Scholastic BookServices)

Thomas Y. Crowell Co.Addison-Wesley Publishing Co.Lothrop, Lee & Shepard Co.Viking PressAddison-Wesley Publishing Co.Harper & Row

Thomas Y Crowell Co.McGraw-HillThe Macmillan Co.Atheneum Publishers

Coward, McC,?nn & GeogheganAlfred A. KnopfHarper & RowAlfred A. KnopfHoughton Mifflin Co.Viking PressDoubleday & CoDoubleday & Co.Viking PressHoliday HouseE. M. Hale & CoLothrop, Lee & Shepard Co.Crown Publishers

Franklin WattsSimon & SchusterSimon & SchusterHoughton iviifflin CnHarcourt Brace Jovanovich

Author Title Publisher

Lonergan, JoyMcGinley, PhyllisMendoza, George

.ch, Robert J.Nash, Veronica

Ressner, PhilipRice, InezSchick,, Eleanor

Schneider, NinaScott, Ann HerbertSharoff, VictorShorten, LeonardShuttlesworth, DorothyTresselt, AlvinVan Leeuvven, JeanVasiliu, MirceaWright, Ethel

Bason, LillianBranley, Franklyn M., and Eleanor K.VaughnEmberly, EdEpstein, Sam and BerylGramatky, HardieKohn, BerniceOppenhelm, JcanneRest, SeymourRowan, DickSpier, PeterStevenson, James W.Tresselt, AlvinWheeling, LynnZaf fo, George

AlainAllen, Robert

Barr, CatherineBrody, VirginiaCarle, EricCrews, DonaldDeCaprio, AnnieDee, CarolynEmberley, BarbaraFran coise

Friskey, MargaretGag, Wanda

11,1an's Secret ErrandThe He,,se Who Lived UpstairsAnd I Must Hurry, for the Sea IsComing InAt Daddy's OfficeCarlito's World: A Block in SpanishHarlemAt NightA Tree This TallCity in the SummerCity in the Winter5A and 7BWhile Susie SleepsBig Cowboy WesternGarbage Can CatPeter in Grand Central StationABC of BusesIt's Time NowTimothy's FlowerWhat's HappeningSaturday Walk

CONSTRUCTION AND MACHINERY

Castles and Mirrors and Cities of San;Mickey's Magnet

London Bridge Is Falling DownTake This HammerHerculesRamps

Have You Seen RoadsRound Things EverywhereEverybody In: A Counting BookLondon Bridge Is Falling DownIf / Owned a Candy FactoryWake Up, City!When You FlyBig Book of Real Building af:d WreckingMachinesGiant Nursery Book of Things That GoGiant Nursery Book of Things That Work

COUNTING

One Two, Three, Going to SeaCount with MeNumbersNinety-Nine Ducks Plus OneRound the Clock BookOne, Two, Three to the ZooTen Black DotsOre, TwoCount the PuppiesOne Wide River To CrossJeanne Marie Counts Her SheepChicken Little, Count-To-TenMillions of Cats

52

Doubleday & CoJ B. Lippincott Co.Prentice-Hall

Alfred A. KnopfMcGraw-Hill

E P. Dutton & CoWilliam Morrow & Co.The Macmillan Co.The tvlacrniiian Co.The Macmillan Co.Addison-Wesley Publishing Co.Lothrop, Lee, & Shepard Co.Westminster PressWilliam Morrow & Co.Doubleday & Co.Lothrop, Lee & Shepard Co.Random HouseJohn Day Co.Addison-Wesley Publishing Co

Lothrop, Lee & Shepard Co.Thomas Y. Crowell Co.

Little, Brown & Co.Hawthorn BooksG. P. Putnam's SonsHawthorn BooksAddison-Wesley Publishing CoMcGraw -H dlBradbury PressDoubleday & Co.Little, Brown & Co.Lothrop, Lee & Shepard Co.Little, Brown & Co.Grosset & Dunlap

Doubleday & Co,Doubleday & Co

Scholastic Book ServicesPlatt & MunkPlatt & MunkHenry Z WalckRenwal ProductsWorld Publishing Co.Charles Scribner's SonsWonder-Treasure BooksRand-McNally & Co.Prentice-HallCharles Scribner's SonsChildren's PressCoward, McCann & Geoghegan

Author Title Publisher

Gretz, SusannaKennel, MortizKruss, JamesLangstaff, John, and FeodorRojankovskyMcLeod, Emilie W.Memling, CarlMoore, Lilian

Oxenbury, HelenPeppe, RodneySendak, MauriceZiner, Feenie, and Paul GaldoneZolotovv, Charlotte

Bartlett, Margaret FarringtonReim, JerroldBlegvad, Leonore and ErikBrown, Margaret W.

Carrick, CarolChaffin, Lillie D,

Chonz, SelinaConklin, Gladys

D'Aulaire, Ingri and Edgar P.Ets, Marie HallFisher, Aileen

Freeman, DonFrskey, MargaretGorelick, May

Grabof, f, AbnerGraham, John, and FeodorRojankovskyHazen, Barbara S.Heyduck.Huth, Hilde

Hoffman, Hildahell, AdelaideHowell, Ruth Re.,liner, Dahlov

Jackson. JacquelineLensi.i, LoisLerner, SharonMassie, DianeMizumura K.zueNodset JoanOppenhelm, Joanne

Peet, SillRosen, Ellsworth

Teddy Bears, One to TenAnimal Counting BookThree by ThreeOver in the Meadow

One Snail and MeI Can CountMy Big Golden Counting BookMy First Counting BookNumbers of ThingsCircus NumbersOne Was JohnnyCounting CarnivalOne Step,, Two

COUNTRY

The Clean BrookCountry SchoolOne Is for the SunLittle IslandWait Till the Moon Is FullSwamp SpringBear WeatherI Have a TreeFlorina and the Wild BirdI Caught a LizardI Like CaterpillarsDon't Count Your ChicksGilberto and the WindCricket in a ThicketListen, RabbitA Rainbow of My OwnSeven Diving DucksWhere Does the Butterfly Go WhenIt RainsOld MacDonald Had a FarmA Crowd of Cows

What's InsideIn the ForestIn the VillageThe Three BirdsWhen the Sun ShinesTI Green Grass Grew All AroundThe i:emarkable EggEverything ChangesBrown Cow FarmOne Horse FarmChicken Ten ThousandCowboy SmallWho Will Make Up SpringA Birthday for BirdThe Way of an AntWho Took the Farmer's HatHave Y ou 3een TreesFly Homer FlySpiders Are Spinners

53

Follett Publishing Co.Golden Press (Western Publishing Co.)The Macmillan Co.Harcourt Brace Jovanovich

Little, Brown & Co.Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Franklin WattsDelacorte PressHarper & RowCoward, McCann & GeogheganLcrtiroP, Lee & Shepard Co.

Thomas Y. Crowell Co.William Morrow & Co.Harcourt Brace JovanovichDoubleday & Co.Harper & HowThe Macmillan Co.The Macmillan Co.David White Co.Henry Z. WalckHoliday HouseHoliday HouseDoubleday & Co.Viking PressCharles Scribner's SonsThomas Y. Crowell Co,Viking PressChildren's PressAddison-Wesley Publishing Co.

Scholastic Book ServicesHarcourt Brace Jovanovich

Lion PressHarcourt Brace JovanovichHarcourt Brace JovanovichHarcourt Brace JovanovichHarcourt Brace JovanovichThe Macmillan Co.Lothrop Lee & Shepard Co.Atheneum PublishersDoubleday & Co.Doubleday & Co.Little, Brown & Co.Henry Z. WalckLerner Publications Co.Parents' Magazine PressThomas Y. Crowell CoHarper & RowAddison.Wesley Publishing Co.

Houghton Mifflin Co.Houghton Mifflin Co.

Author Title Publisher

Schoenherr, JohnSewell, HelenShortall, LeonardTaylor, Mark

Tressz. AlvinWahl, JanWalters, MargueriteWard, LyndWatson, JaneWright, Betty RenZion, Gene

Alexander, MarthaBorack, BarbaraBrownstone, CecilyBuckley, Helen E.

Cleary, BeverlyCoombs, PatriciaEllentuck, ShanFlack, MarjorieGill, JoanGuilfolle ElizabethHill, Elizabet!- SHoban, Russell

Hogan, Carol G.Keats, Ezra JackKessler,, EthelLenski Lois

Littell, RobertMcCloskey, Robert

McNulty, FaithMann, Peggy

Mizumura, KazueMyers, Walter M.Penn, Ruth B.Petersham, Maud and MiskaPuner, HelenReit, SeymourSchick, EleanorSchlein, MiriamSimon,, NormaSonneborn, RuthTaylor, SydneyTurk le BrintonZolotow, Charlotte

The BarnBlue BarnsCountry SnowplowHenry Explores the JungleHenry the ExplorerWake Up FarmThe FishermenThe City-Country ABCThe Biggest BearBirdsGood Morning FarmAll Falling Down

FAMILIES

The Story Grandmother T. 'dGrandpaAll Kinds of MothersGrandfather and 1Grandmother and IMy Sister and IThe Real HoleWaddy and His BrotherMy Brother BernardAsk Mister BearHush, JonNobody Listens to AndrewEvab's CornerBaby Sister for FrancesBread and Jam for FrancesHarvey's HideoutEighteen CousinsPeter's ChairThe Day Daddy Stayed HomeCowboy SmallThe Little AutoPapa SmallLeft and Right with Lion and RyanBlueberries for SaleMake Way for the DucklingsOne Morning in MaineWhen a Bny Wakes Up in the MorningThat New Babylf I Were a MotherWhere Does the Day GoMommies Are for LovingThe Circus BabyDaddiesWhat They Do All DayDear Uncle CarlosPeggy's New BrotherLaurie's New BrotherDaddy DaysFriday Night is Papa NightDog Who Came to DinnerObadiah the BoldDo You Know What I'll Do

54

Little,, Brown & Co.The Macmillan Co.William Morrow & Co.Atheneum PublishersAtheneum PublishersLothrop, Lee & Shepard Co.Grosset & DunlapDoubleday & Co.Houghton Mifflin Co.Golden Press (Western Publishing Co 1Golden Press (Western Publishing Co.)Harper & Row

Dial PressHarper & RowDavid McKay Co.Lothrop, Lee & Shepard Co.Lothrop, Lee & Shepard Co.Lothrop, Lee & Shepard CoWilliam Morrow & Co.Lothrop, Lee & Shepard CoAbelardSchumanThe Macmillan Co.Doubleday & CoFollett Publishing Co.Holt,, Rinehart & WinstonHarper & RowHarper & RowParents' Magazine PressParents' Magazine PressHarper & RowDoubleday & CoHenry Z. WalckHenry Z. WalckHenry Z WalckCowles Book Corp.Viking PressViking PressViking PressAlfred A KnopfCoward, McCar.n & GeogheganThomas Y. Crowell Co.Parents' Magazine PressG.P Putnam's SonsThe Macmillan Co.Lothrop, Lee & Shepard CoMcGraw-HillThe Macmillan Co.AbelardSchumanAbelardSchurnanViking PressFollett Publishing CoViking PressHarper & Row

Author Title Publisher

Alexander, MarthaAmbrus, VictorAnglund, Joan WBianco, Margery Williams

Blechei , Nit 'friedBonsall, Crosby N.

Briggs, Raymond, ed. and illus.Bright, Robert

Brooke, Leslie

Brooks, AnitaBrown, Beatrice CurtisBrown, Marcia

Calhoun MaryThe Child Study Association of AmericaCraig, Jean M.Dalgleish, AliceDaly, Kathleen N.Daudet, Alphonse

Daugherty, James H.Devlin, Wende

Du Bois, William Pene

Dugan, WilliamDuvoisin, Roger

Flora, JamesFrank, Joset teGag, Wanda

Galdone, PaulGorelick, MayGergeley Tit or

Goodall, John S.Grabof, f AbnerGrimm Brothers

Harrison, David L.Heide, Florence Parry, andSylvia Van ChefHewett, Anita

Hughes, MadeleineHurd, Edith and ThacherHutchins, PatJanus, Grete

FANTASY

Maybe a MonsterThe Little CockerelNibble, Nibble MousekinThe Velveteen Rabbit, orHow Toys Become RealWhere Is WillieThe Case of the Cat's MeowThe Case of the Hungry StrangerThe Mother Goose TreasuryThe Friendly BearGeorgieMy Hopping BunnyJohnny Crow's GardenThe Story of the Three BearsThe Story of the Three PigsA Small Bird SangJonathan BingHow, HippoStone SoupThe Three Billy Goats GruffThe Pixy and the Lazy HousewifeReadtoMe StorybookThe Dragon in the Clock BoxThe Little Wooden FarmerThe Three BearsThe Brave Little Goat ofMonsieur SeguinAndy and the LionAunt Agatha, There's a Lion Underthe CouchBear PartyThree Little PigsMachinesDonkeyDonkeyPetunia ChristmasVeronica's SmileLittle Hatchy HenPoems To Read to the Very YoungFunny ThingNothing at AllHen ny PennyWhat's InsideTibor Gergeley's Great Big Bookof Bedtime StoriesThe Adventures of Paddy PorkDo Catbirds Wear WhiskersLittle Red Riding HoodTraveling MusiciansThe Boy with a DrumMaximilian

The Bull Beneath the Walnut Tree,,and Other StoriesWhy Carlo Wore a BonnetLittle Dog, DreamingRosies WalkTeddy

55

Dial PressHarcourt Brace JovanovichHarcourt Brace JovanovichDoubleday & Co.

McGray-HillHarper & RowHarper & RowCoward, McCann & GeogheganDoubleday & CoDoubleday & Co.Doubleday & Co.Frederick Warne & CoFrederick Warne & CoFrederick Warne & Co.John Day Co.Lothrop, Lee & Shepard CoCharles Scribner's SonsCharles Scribner's SonsHarcourt Brace JovanovichWilliam Morrow & Co.Thomas Y Crowell Co.W. W. Norton & Co.The Macmillan Co.Golden PressWorld Publishing Co.

Viking PressVan Nostrand Reinhold Co.

Viking PressViking PressGolden PressParents' Magazine PressAlfred A. KnopfAlfred A. KnopfHarcourt Brace JovanovichF1'.adom HouseCoward, McCann & GeogheganCoward, McCann & GeogheganSeabury PressAddisonWesley Publishing Go.Golden Press (Western Publishing Co.)

Harcourt Brace JovanovichG. P. Putnam's SonsWorld Publishing Co.Harcourt Brace JovanovichGolden Press (Western Publishing Co.)Funk & Wagnalls

McGrawHill

Lothrop, Lee & Shepard CoHarper & RowThe Macmillan Co.Lothrop, Lee & Shepard Co.

Author Title PublisherKessler, Ethel and LeonardKessler, Leonard P.Kim, Ann

Koren, EdwardKravetz, NathanLangstaff, JohnLindgren, Astrid1 ionni, Leo

Lipkind, William, and Nicolas Mordvinof fLobel,, ArnoldMai k HenriMayer, MercerMinarik, ElseMosel, Arlene MMyers, Bernice

Ness, EvalineOlschewski, AlfredOrmondroyd, EdwardPeter JohnPreston, Edna M.Ring', KjeliRobertson, LillianSandburg, Carl

Scarry RichardScott, Ann HerbertSendak, MauriceSeuss, Dr,

Shulevitz, UriSlobodkina, EsphyrSteig, William

Stevens, CarlaStewopen, RuthTresselt AlvinTrez, Denise and Aiain

lingerer, TornVipont, ElfridaWright, Blanche FisherYoshi ma, TaroZiegler, UrsulaZion, Gene

Do Baby Bears Sit in ChairsKick, Pass and RunBeeswax Catches a ThiefThe Peacock and the Crow

Don't Talk to Strange BearsHe's Lost It, Let's Find ItFrog Went aCourtin'Tomten and the FoxAlexander arid the Wind-Up MouseThe Magic Feather DusterSmall PigThe Foolish BirdThere's a Nightmare in My ClosetA Kiss for Little BearTikki Tikki TemboNot This Bear

Mr. MiaccaWinterbirdBroderickWhat Time is ItPop Corn and Ma GoodnessThe Magic StickPicnic WoodsThe Wedding Procession of thP RagDoll and The Broom Handle andWho Was In ItWhat Do People Do All DayNot Just OneWhere the Wild Things AreAnd To Think That I Saw It OnMulberry StreetThe Cat in the HatHop on PopHow the Grinch Stole ChristmasIf I Ran the ZooMr Brown Can Moo, Can YouOne Monday MorningCaps for SaleRoland the Minstrel PigSylvester and the Magic PebbleRabbit and Skunk and SpooksHello, JoeWorld in the Candy EggGood Night, VeronicaMaila and the Flying CarpetCrictorThe Elephant ar.1 the Bad BabyThe Real Mother GooseSeashore StorySquaps the MoonlingNo Roses for Harry

GAMES AND CRAFTS

Arnold, Wesley F., and Wayne C.Cardy Fun with Next to NothingBate Barbara Kruger The Fun and Games Book

56

Doubleday & Co.Harper & RowGrosset & DunlapFour Winds Press (Scholastic BookServices)

Simon & SchusterHenry Z. WalckHarcourt Brace JovanovichCoward, McCann & GeogheganPantheon BooksHarcourt Brace JovanovichHarper & RowDavid McKay Co.Dial Press

Harper & RowHolt, Rinehart & WinstonFour Winds Press (Scholastic BookServices)

Holt, Rinehart & WinstonHoughton Mifflin Co.Parnassus Press

Grosset & DunlapViking PressHarper & RowHarcourt Brace JovanovichHarcourt Brace Jovanovich

Random HouseLothrop, Lee & Shepard CoHarper & RowE. M. Hale & Co,

Random KnuseRandom HouseRandom HouseRandom HouseRandom HouseCharles Scribner's Sons

AddisonWesley Publishing Co.Harper & RowSimon & SchusterScholastic Book Services

Whitman Books (Western Publishing Co.)Lothrop, Lee and Shepard Co.Viking PressViking PressHarper & RowCoward, McCann & GeogheganRand-McNally & Co.Viking PressAtheneum PublishersHarper & Row

Harper & RowPlatt & Munk

Author Title Publisher

Bertail InezCarlson, Bernice W.Fujikawa, Gyo, illusGrayson, Marion F.Gregg, Elizabeth M., and BostonChildren's Medical Center Staff,eds.Jacobs, Frances E.Landeck, Beatrice, andElizabeth CrookLopshire, RobertMiles, BettyMyrick, JeanPflug, BetsyPierce, JuneRazz', JamesSaunders, Everett E.Schwalback, JamesSimon, SeymourSkaar, GraceTashjian, Virginia A.

Temko, Florence, and Elaine SimonUngerer, TormVogel, IlseMargretZacharias, Thomas

NikoBishop, Claire H.Bonsall, Crosby NBrenner, BarbaraBrown, Margaret W.Ets, Marie HallFisher, AileenGoldin Augusta R.Klimowicz, Barbara

Larranaga, Robert D.Molarsky, OsmondRussell, Solveig P.Seuss, Dr.Showers, PaulVasiliu, Mircea

Aichinger, HelgaBa let, JanBen dick JeanneBranley, Franklyn MBrown, Margaret W.Chambers, SelmaCharhp, RemyDe Capri°, AnnieDuvois. RogerEastman, Philip D.Elwart, JoanEts, Marie Hall

Complete Nursery Song BookLii:ten and Help Tell the StoryMother GooseLet's Do FingerplaysWhat To Do When "There's NothingTo Do"Finger Plays and Action RhymesWake Up and Sing: Folk Songs fromAmerica's Gass RootsHow To Make FlibbersA House for EveryoneNinety-Nine PocketsFunny BagsFinger Plays and ActionEasy Does It: Things To Make and DoPaper ArtFun-Time CraftsSoap BubblesWhat Do the Animals SayJuba This and Juba That: Story HourStretches for Large and Small GroupsPaperfolding To Begin WithOne, Two, Where's My ShoeLittle Plays for Little PeopleBut Where Is the Green Parrot

HUMAN BODY

My HandsThe Man Who Lost His HeadWhose Eye Am IFaces

Four Fur FeetTalking Without WordsGoing BarefootStraight Hair Curly HairThe Strawberry ThumbFred, Fred, Use Your HeadThe King's ShadowRight Thumb, Left ThumbAl; Kinds of LegsThe Foot BookLook at Your EyesTne World Is Many Things

OPPOSITES, OTHER PERSPECTIVES

The Elephant, the Mouse and the FleaThe King and the Broom MakerWhy Can't IWhat Makes Day and NightColor KittensLittle Golden Book of WordsFortunatelyDinosaur BenWhat Is Right for TulipAre You My MotherIn, On, Under and ThroughCow's Party

57

Lothrop, Lee & Shepard Co.Abingdon PressGrosset & DunlapRobert B LuceDelacorte Press

Lothrop, Lee & Shepard CoWilliam Morrow & Co

Random HouseAlfred A. KnopfLantern PressVan Nostrand Reinhold CoWonder - Treasure BooksParents' Magazine PressWhitman Books (Western Publishing Co.)Children's PressHawthorn BooksAddison-Wesley Publishing Co.Little, Brown & Co

BobbsMerrill CoHarper & RowParents' Magazine PressDelacorte Press

Thomas Y. Crowell Co.Viking PressHarper & RowE. P Dutton & CoAddison-Wesley Publishing Co.Viking PressThomas Y Crowell Co.Thomas Y. Crowell Co.Abingdon PressAbingdon PressCarolrhoda BooksAddison-Wesley Publishing Co.BobbsMerrill CoRandom HouseThomas Y Crowell Co.John Day Co.

Atheneum PublishersDelacorte PressMcGraw-HillThomas Y. Crowell Co.Golden Press (Western Publishing Co.)Golden Press (Western Publishing Co )Parents' Magazine PressWonderTreasure BooksAlfred A KnopfRandom HouseWhitman Books (Western Publishing Co.)Viking Press

Author Title Pub! usher

Fisher, Aileen

Gag, WandaGorelick, MayGibson Myra TGreen, Mary MHaberman, Mary A and Norman N.Hulick, NancyJames, HaroldJardine, MaggieJohnson, La VerneJustus, MayKaufman, JKeith, ErosKrauss, RuthMcDonald, GoldenMcNulty, FaithMartin, Janet

Merriam, EveMunan BrunoNodset Joan LParish, PeggyRaskin, Ellen

Schwalze, MarjorieSimon, PattySteiner, CharlotteThurber, JamesYezback,, Steven A.Zolotow, Charlotte

Andre, Evelyn M.Ayer,, JacquelineBaker,, BettyBemelmans, LudwigBinzen, BillBrown, MarciaBurchard,, PeterClark, Ann Nolan

Creekmore, RaymondDuarte, Margarida E.Fe dings, Muriel

Heyman, Ken and Michael MasonKeats, Ezra Jack, and Pat CherrLexau, Joan M.Man lelaMarv-Rousseliere, Guy(Rasmussen, Knud, ed. & tr.)Merriam. Eve, retold byMiles, MiskaMorrow, Suzanne StarkNess,, Eva line

Clean as a WhistleIn the Middle of the NightSnippy and SnappyLook at the MoonWhat Is Your Favorite Thing To TouchIs It Hard, Is It EasyAll My Shoes Come in TwosLittle Golden Picture DictionaryHow Many Blacks Is the WorldUp and DownNight NoisesWonderful SchoolThings in My HouseA Small LotA Hole Is To DigRed Light Green LightArty the SmartyFast and SlowHot and ColdLarge and SmallLight and Heavy

Do You Want To See SomethingThe Elephant's WishWho Took the Farmer's HatAmelia BedeliaNothing Ever Happens on My BlockSpectaclesA Special PetJust Like Mommy - DaddyMy Bunny Feels SoftMany MoonsPumpkinseedsBig BrotherSleepy Book

PEOPLES OF THE WORLD

Things We Like To DoPaper Flower TreeLittle Runner of the LonghouseQuito ExpressCarmenFeliceChitoAlong Sandy TrailsLittle Indian Pottery MakerLokoshi Learns To Hunt SealsThe Legend of the Palm TreeZamani Goes to MarketClyde of AfricaMy Dog Is LostMariaThe Magic BalloonBeyond the High Hills

That Noodle-Head EpaminondasHoagie's Rifle-Gunlnatuk's FriendJosefina February

58

Thomas Y. Crowell Cc.Thomas Y. Crowell Co.Coward, McCann & GeogheganAddison-Wesley Publishing Co.Grosset & DunlapAddison-Wesley Publishing Co.Litt le,, Brown & Co.Golden Press (Western Publishing Co.)Franklin WattsWonder-Treasure BooksParents' Magazine PressGolden Press (Western Publishing Co.)Golden Press (Western Publishing Co.)Bradbury PressHarper & RowDoubleday & Co.Wonder-Treasure BooksPlatt & MunkPlatt & MunkPlatt & MunkPlatt & MunkScholastic Book ServicesWorld Publishing Co.Harper and RowHarper and RowAtheneum PublishersAtheneum PublishersWhitman Books (We..:ern Publishing CodWonder-Treasure BouksAlfred A. KnopfHarcourt Brace JovanovichBobbsMerrill Co.Harper & RowLothrop, Lee & Shepard Co.

Abingdon PressHarcourt Brace JovanovichHarper & RowViking PressCoward, McCann & GeogheganCharles Scribner's SonsCoward, McCann & GeogheganViking PressMelmont PublishersThe Macmillan Co.Grosset & DunlapSeabury PressThe Macmillan Co.Thomas Y. Crowell Co.Dial PressS. G. PhillipsWorld Publishing Co.

Scholastic Book ServicesLittle, Brown & Co.Little,, Brown & Co.Charles Scribner's Sons

Author Title Publisher

Ormsby, Virginia H.Po ht., LeoRoberts, NancyRockwell, AnneRosenbaum EileenSchweitzer, Bird

Shannon,, TerryTurner, Philip ed

Anglund, Joan W.Cameron, PollyClark, Ann NolanCollier, EthelEts, Marie HallFish, Helen D.Jordan, Helene J.Krauss, Ruth

Lubell, Winifred and CecilPotter, BeatrixSe !sem, MillicentUdry, Janice MZion, Gene

Beskow,, ElsaBrooke, Leslie L.Buck'ey, Helen EBurroughs, MargaretCarroll Lewis

Caudill, RebeccaCiardi, JohnDe Algeli, Marguerite

Ueforest,, CharlotteDe Regniers, BeatriceEastwick, Ivy 0.Emsel, WalterFisher,, AileenHaxton ElaineHoffmann, HildeHopkins,, Lee BennettHumpty Dumpty's Magazine EditorsIpcar Dehlov

Landeck, BeatriceLaurence,, Ester H

Lear, EdwardMcCord, DavidMilne, A. A

Mills, Alan, and Rose Bonne

What's Wrong with JulioMoy MoyA Week in Robert's World: The SouthThe Good LlamaRonnieAmigoOne Small Blue BeadA Playmate for PunaBrian Wildsmith's IllustratedBible Stories

PLANTS

Spring Is a New BeginningThe Green MachineTia Maria's GardenWho Goes There in My GardenMister PennyWhen the Root Children Wake UpHow a Seed GrowsCarrot SeedThe Happy DayGreen Is for GrowingTale of Peter Rabb.tSeeds and More SeeosA Tree Is NiceThe Plant Sitter

POETRY, SONGS, AND RHYMES

Children of the Fr restRing o'RosesJosie's ButtercupDid You rdad A4). CowThe Walrus and the Carpenter andOther PoemsCome AlongThe Reason for the PelicanBook of Nursery and Mother GooseRhymesThe ',lancing PonyWhat Can You Do with a ShoeIn and Out the WindowsDid You Ever SeeIn One Door and Out the OtherA Parrot in a Flame TreeThe City and Country Mother GooseCity TalkLittle Songs for Little PeopleThe Song of the Day Birds and theNight BirdsSongs To Grow OnWe're Off To Catch a DragonThe Owl and the PussycatEvery Time I Climb a TreeNow We Are SixWhen We Were Very YoungI Know an Old Lady

59

J B. Lippincott CoCharles Scribner's SonsThe Macmillan CoWorld Publishing Co.Parents' Magazine PressThe Macmillan CoThe Macmillan Co.Melmont PublishersFranklin Watts

Harcourt Brace JovanovichCoward, McCann & GeogheganViking PressAddison-Wesley Publishing Co.Viking PressJ B. Lippincott Co.Thomas Y. Crowell Co.Harper & RowHarper & RowRand.McNally & Co.Frederick Warne & Co.Harper & RowHarper & RowHarper & Row

Delacorte PressFrederick Warne & Co.Lothrop, Lee & Shepard Co.Follett Publishing Co.E. P. Dutton & Co.

Holt, Rinehart & WinstonJ. B. Lippincott Co.Doubleday & Co.

John WeatherhillHarper & RowPlough Publishing HouseAddison-Wesley Publishing Co.Thomas Y. Crowell Co.St. Martin's PressAmerican Heritage PressAlfred A KnopfParents' Magazine PressDoubleday & Co.

William Morrow & Co.Abingdon PressLittle, Brown & Co.Little, Brown & Co.E. P Dutton & Co.E. P. Dutton & Co.Rand-McNally & Cc.

Author Title PublisherMorgenstern, Christian

O'Neill, MaryPrelutsky, JackRaebeck, LoisReed, Gwendolyn, edReeves James

Scheer, JulianSeeger, RuthSendak, MauriceSpier, Peter

Stevenson, Robert L.Withers, Carl

Yurclienco, Henrietta

Zei dm, PattyZemach, 1-larve

Baldwin, Ann Norris

Ba lian, LornaBeckman, Per and KajBemelmans Ludwig

Bench ley, NathanielBoyce, BurkeBrande, Mar lieBrenner, BarbaraBrown, Myra B.Burch, RobertBurton, Virginia LeeCarroll RuthD'Amato, JanetElkin, BenjaminFlack, MarjorieFoster, JoannaGraham, AlGraham, RuthGreenberg, PollyHubka, BettyHumphrey, HenryJos lin, Sesyle

Keats,, Ezra Jack

Klein, LeonoreKrasilovsky, PhyllisKrauss,, RuthLevenson, DorothyLexau, Joan MLionni, LeoMayer, Mercer

Munari, Bruno

Three Sparrows and Other NurseryPoems

Hailstones and Halibut BonesLazy Blackbird and Other VersesWho Am ISongs the Sandman SingsOne's None: Old Rhymes forNew TonguesRain Makes ApplesauceAmerican Folk Songs for ChildrenChicken Soup with RiceThe Fox Went Out on a Ch my NightTo Market, To MarketA Child's Garden of VersesFavorite Rhymes from a Rocket inMy PocketA Rocket in My PocketA Fiesta of Folk Songs fromSpain and Latin Americ.,Castle in My CityThe Speckled Hen

PROBLEMSOLVING

Sunflowers for Tina

I Love You Mary JaneLisa Cannot SleepMadelineMadeline's RescueThe Several Tricks of EdgarLions BackwardSleepy NicholasFive PenniesBeniy's BlanketJoey's CatMike Mulligan and His Steam ShovelWhat Whiskers DidMy First Book of JokesSix Foolish FishermenStory about PingPete's PuddleTimothy TurtleThe Happy SoundOh Lord, I Wish / Was a BuzzardWhere Is the BearWhat Is It ForWhat Do You Say, DearGogglesWhistle for WillieCan You GuessMan Who Didn't Wash His DishesIs This YouToo Many PocketsThe Rooftop MysteryInch by InchFrog Where Are YouI Am a HunterJimmy Has Lost His Cap

Dolphin

60

Charles Scribner's Sons

Doubleday & Co.The Macmillan Co.Follett Publishing Co.Atheneum PublishersFranklin Watts

Holiday HouseDoubleday & CoHarper & RowDoubleday & Co.Doubleday & CoFranklin WattsScholastic Book Services

Harcourt Brace JovanovichG P Putnam's Sons

Golden Gate Junior BooksHolt, Rinehart & Winston

Four Winds Press(Scholastic Book Services)Abingdon PressFranklin WattsViking PressViking PressHarper 8 RowDoubleday & CoFollett Publishing Co.Alfred A. KnopfFranklin WattsViking PressHoughton Mifflin Co.Henry Z. WalckWonder-Treasure BooksChildren's PressViking PressHarcourt Brace JovanovichViking PressFollett Publishing Co.The Macmillan Co.Golden Press (Western Publishing Co.)Simon & SchusterAddison-Wesley Publishing Co.The Macmillan Co.Viking PressWonder-Treasure BooksDoubleday & Co.Scholastic Book ServicesWonderTreasure BooksHarper & RowAstor-HonorDial PressDial PressWorld Publishing Co.

Author Title Publisher

Ormondroyd, EdwardPayne, EmmyPeake, SylviaPerrault, CharlesPiper, WattyPotter, Beam xShowers, PaulSimon, Norman

Adair,, Margaret WeeksBatchelder, MarioneFicklen, Bessie A.Jagendorf, Moritz

Lewis, ShariPels, GertrudeRassmussen Carrie, andCaroline StorckTichenor, TomWorrell, Estelle Ainsley

Bailey, Charity

Guthrie,, WoodyHouston, CiscoIves, BurlKeeping, CharlesLuther, FrankMilts, Alan

Reed, SusanSeegar, et al.Seeger, Peggy

Seeger, Pete

Alexander, Martha

Amoss, BertheAnglund, Joan WalshBaer, EdithBeim, JerroldBeim, Lorraine and JerroldBelpre, PuraBonsall, Crosby N.Borack, Barbara

Brown, Jeanette PBruna DickBuckley Helen E.

TheodoreKaty NoPocketWrongWay Howie Learns to SlidePuss in BootsThe Little Engine That CouldTale of Benjamin BunnyFind Out by TouchingWhat Do I DoWhat Do I Say

PUPPETRY

DoltInaDay Puppets: For BeginnersThe Pupoet Theatre HandbookA Handbook of First PuppetsPenny Puppets, Penny Theatre, andPenny PlaysMaking Easy PuppetsEasy PuppetsFunTime Puppets

Folk Plays for Puppets You Can MakeBe a Puppeteer

RECORDS

Music Time with Charity BaileyBuilding a CityCarrot SeedSongs to Grow OnNursery Rhymes, Games and FolksongsBest of Burl Ives for Boys and GirlsAl fie Finds The Other Side of the WorldMother Goose SongsFolk Songs for Young FolksVols. 1 & 2More Songs To Grow OnPicture Book Parade SeriesSongs for the Wee FolkGolden SlumbersAnimal Folk Songs for ChildrenAmerican Folk Songs for ChildrenAmerican Game and Activity Songs

RELATIONSHIPS WITH OTHERS

Blackb"ard BearOut, Out, OutSabrinaTom in the MiddleA Friend Is Someone Who Likes YouThe Wonder of HandsCountry FiremanTwo Is a TeamSantiagoWho's a PestGooneySomeone SmallRonnie's WishThe SchoolThe Little Pig in the Cupboard

61

Parnassus Press

Houghton Mifflin Co.Whitman Books (Western Publishing Co.)The Macmillan Co.E. M. Hale & Co.Frederick Warne & Co.Thomas Y. Crowell Co.Whitman Books (Western Publishing Co.)Whitman Books (Western Publishing Co.)

John Day CoHarper & RowJ. B. Lippincott Co.Plays, Inc.

E. P. Dutton & Co.Thomas Y. Crowell Co.Chiidrens Press

Abingdon PressMcGrawHill

Folkways 7307Childcraft, OR 221Childcraft, OR 315Folkways 7005Folkways 7006Decca 74390Franklin WattsDecca 78357Folkways, 7021 & 7022Folkways, 7009Weston WoodsElektra 163Caedmon 1Folkways 31503Folkways, 31501Folkways, 7022

Dial PressDial PressDial PressHarper & RowHarr.ourt Brace JovanovichParents' Magazine PressWilliam Morrow & Co.Harcourt Brace JovanoviciFrederick Warne & Co.Harper & RowHarper & RowHarper & RowFriendship PressFollett Publishing Co.Lothrc,., Lee & Shepard Co.

Author TitIc PublisherBurton, Virginia LeeCassidy, ClaraCharlip, RemyChar hp, Remy, and Burton Supree

Cohen, MiriamColman, FideCredle, EllisFrancoiseFrankel, BerniceFreeman,, Don

Froman, RobertGergely, TiborHarris, IsobelHoban, RussellHoldsworth, William CurtisJos lin, Sesyle

Keats, Ezra JackKesselman, WendyKessler, LeonardKisliida, ErikoKotzwinkle, hamLenski,, LoisLionni, LeoMahy, MargaretMannheim, GreteMarino, DorothyMeyer RenateMinarik, Else H

Ness, Eva line

Oleso,,, ClaireReit, SeymourRey Hans A. and MargaretRichter,, MischaRockwell, /...tneSauer, Julia LSchick, Eleanor

Schreiber,, GeorgesSharmat, MarjorieShay, Arthur

Shire, EllenSonneborn, Ruth

Steptoe, JohnSwift, Hrtdegarde

Thayer,, JaneTresselt, AlvinUdry, Janice M

Vogel, Ilse-MargretZion Gene

Katy and the Big SnowWe Like KindergartenWhere Is Everybody?Mother Mother, I Feel Sick, Send forthe Doctor Quick, Quick,, QuickWill I he,e a FriendPeter's Brownstone HouseDown, Down the MountainTire Thank-You BookGrandpa's Policemen FriendsCome Again, PelicanQuietThere's a Canary in the LibraryLet's Find Out About the ClinicGreat Big Fire Engine BookLittle Boy BrownBest Friends for FrancesThe Little Red HenWhat Dc. You Do, DearA Letter to AmyAngelitaLast One ill Is a Rotten EggThe Hippo BoatThe FiremenPoliceman SmallLittle Blue and Little YellowA Lion in the MeadowThe Two FriendsWhere Are the Mothe-VickiLittle BearKiss for Little BearSam, Bangs and MoonshineFor Pepita: An Orange TreeJame Visits the NurseCurious George Goes to the HospitalGeedyup and FriendGypsy Girl's Best ShoesMike's HouseKatie Goes to CampMaking FriendsBambino the ClownGoodnight Andrew,, Goodnight CraigWho: Happens When You Go to theHospitalThe Snow KingsThe Lollipop PartySeven in a BedStevieLittle Red Lighthouse and theGreat Gray BridgeWhere Is AndyWhite Snow, Bright SnowMay Ann's Mud DayWhat Mary Jo SharedWhat Mary Jo WantedHello Henry411 Falling DownDear Garbage ManThe Sugar Mouse Cake

62

Houghton Mifflin CoGolden PressAddison-Wesley Publishing Co.Parents' Magazine Press

the Macmillan Co.William Morrow & Co.Thomas NelsonCharles Scribner's SonsWhitman Books (Western Publishing Co.)Viking PressGolden Gate Junior BooksFranklin WattsGolden Press (Western Publishing Co )J. B Lippincott Co.Harper & RowFarrar, Straus & GirouxAddison - Wesley Publishing Co.Harper & RowHill and WangHarper & RowWord Publishing Co.Pantheon BooksHenry Z. WalckAster-HonorFranklin WattsAlfred A. KnopfJ. B Lippincott Co.Atheneum PublishersHarper & RowHarper & RowHolt, Rinehart & WinstonDoubleday & Co.McGraw-HillHoughton Mifflin CoHarper & RowParents' Magazine Pi essViking PressThe Macmillan CoThe Macmillan Co.Viking PressHarper & RowReilly and Lee Co.

Walker & CoVi king PressViking PressHarper & RowHarcourt Brace Jovanovich

Witlim Morrow & Co.Lothron, Lee & Shepard Co.Harper & RowWhitman Books (Western Publishing Co.)Whitman Books (Western Publishing Co,)Pare its' Magazine PressHarper & RowHarper & RowCharles Scribner's Sons

Author Title Publisher

Zolotow, Charlotte

Amoss, BertheArdizzone EdwardBrown Margaret W.

Goudey, Alice EHodges, MargaretKoch, DorothyKumin, MaxineLenski, LoisLionni, LeoMcCloskey, RobertMorse, SamuelSchlein, MiriamTresselt, AlvinVan Leeuwen, JeanZion, Gene

Bendick, JeanneBerkley, Ethel S.Borten, HelenBridwell, Norman

Brown, MarciaBudney, BlossomBulls, Clyde R.Campbell, AnnCraig, M. JeanEmber ley, EdFreeman, MaeGreenaway, Kate, and Anne C. MooreHay, DeanHeide, FlorenceJohnson, CrockettKessler, EthelKohn, Bernice

Lionni, LeoMartin, JanetRin%off, BarbaraSamson, AnoeSchlein, Miriam

Shapur, FredunShaw, CharlesStac", Donlingerer, TomiVictor, Juan B.Wolff, Janet

Borten, HelenBright, Robert

My Friend John

SEAS, RIVERS, AND OCEANS

By the SeaLittle Tim and the Brave Sea CaptainSailor DogSeashore Noisy BookHouses from the SeaThe WaveI Play at the BeachThe Beach Before BreakfastLittle Sail BoatSwimmyTime of WonderSea SumsThe Fisherman's DayHide and Seek FogOne Day in SummerHwy By the Sea

SI2n AND SHAPES

Shapes

Big and Little, Up and DownDo You See What I SeeClifford TzAes a TripClifford the Big Re.. DogOnce a MouseA Kiss Is RoundWhat Makes a ShadowStart To DrawBoxesThe Wing on a FleaFinding Out About ShapesThe Kate Greenaway TreasuryI See a Lot of ThingsBenjamin Budge and Barnaby BallHarold and the Purple CrayonAre You SquareEverything Has a Shape andEverything Has a SizeThe Biggest House in the Woi 11Round and SquareA Map Is a PictureLines, Spines and PorcupinesHeavy a HippopotamusShapes

Round and Round and SquareIt Looked Like Spilt MilkRunaway DotSnail, Where Are YouBigger Than an ElephantLet's Imagine Thinking Up Things

SOUNDS

Do You Hear What I HearGregory: The Wisest and StrongestBoy in Grangers Grove

63

Harper & Row

Parents' Magazine PressHenry Z. WalckGolden PressHarper & RowCharles Scribner's SonsHoughton Mifflin Co.Holiday HouseG. P. Putnam's SonsHenry Z. WalckPantheon BooksViking PressLittle, Brown & CoWhitman Books (Western Publishing CadLothrop, Lee & Shepard Co.Random HouseHarper & Row

Franklin WattsAddison-Wesley Publishing Co.Abe lardSchumanScholastic Book ServicesScholastic Book ServicesCharles Scribner's SonsLothrc-., Lee & Shepard CoThomas Y. Crowell Co.Franklin WattsGrosset & DunlapLittle, Brown & Co.McGraw-HillWorld Publishing Co.Lion PressScholastic Book ServicesHarper & RowDoubleday & Co.PrenticeHall

Pantheon BooksPlatt & MunkThcr-,Ac Y Crowell Co.Doubleday & Co.Addison-Wesley Publishing CoAddison-Wesley Publishing Co.Abe lardSchumanHarper & RowBobbsMerrillHarper & RowCrown PublishersE. P. Dutton & Co.

Abe lardSchumanDoubleday & Co.

Author Title Publisher

Brown, Marcia JoanBrown, Margaret W.

Elkin, BenjaminEmber ley, BarbaraEts, Marie HallEvans, MelFlack, MarjorieGaeddert, Lou A.

Gare lick, MayGrifalconi, Ann

Hoban, RussellHorvath, BettyKuskin, KarlaLow, JosephRand, AnnRand, Ann and PaulShowers, PaulSicotte,VirginiaTeal, ValVictor, Joan B.

Anglund, Joan W.Brown, Margaret W.Cameron, PollyCole, WilliamDe Regniers, Beatrice, andNonny HogrogianEts, Marie Hall

Fenton, EdwardFrancoiseFreeman,, DonHate, KathrynHoban, RussellHolland, RuthKent, JohnKrasilovsky, Phyllis

Leaf, Anne, illus.Leaf, Munro

Lesko, ZillahLexau, Joan M.

Mayer, MercerNodset, Joan L.Petersham, Maud and MiskaPierce, JunePreston, Edna MitchellRey, Margaret and Hans A.Rice, ElizabethRudolph, Marguenta

How, HippoCity Noisy BookCountry Noisy BookThe Indoor Noisy BookLittle Brass BandLoudest Noise in the WorldDrummer HoffAnother DayThe Tiniest SoundAngus and the DucksNoisy Nancy and NickNoisy Nancy NorrisSounds of a Summer NightCity RhythmsThe Toy TrumpetHenry and the Monstrous DinJasper Makes MusicAll Sizes of NoisesThere Was a Wise CrowListen, ListenSparkle and SpinThe Listening WalkA Riot of QuietTho Little Woman Wanted NoiseShh, 1 is ten Again: Sounds of the Season

TALKING ABOUT FEELINGS

Love Is a Special Way of FeelingGoodnight MoonThe Cat Who Thought He Was a TigerFrances FaceMakerThe Day Everybody Cried

Bad Boy, Good BoyJust MeFierce JohnWhat Do You Want To BeDandelionBoy, Was I MaeBirthday for FrancesA Bad DayJust Only JohnThe Very Little BoyThe Very Little GirlMother GooseBoo, Who Used To be Scared of theDarkAt they GooseBenlieBenfie on His OwnIf I HadGo Away, DogBox with Red WheelsMy Poetry BookTemper Tantrum BookSpottyJackiLook at Me

64

Charles Scribner's SonsHarper & RowHarper & RowHarper & RowHarper & RowViking PressPrenticeHallViking PressDoubleday & Co.Doubleday & Co.Doubleday & Co.Doubleday & Co.AddisonWesley Publishing Co.BobbsMerrillBobbsMerrillHarper & RowFranklin WattsHarper & RowFollett Publishing Co.Harcourt Bract. JovanovichHarcourt i3ra,e JovanovichThomas Y. Crowell Co.Holt, Rinehart & WinstonRand-McNally & Co.World Publiihing Co

Harcourt Brace JovanovichHarper & RowCoward, McCann & GeogheganWorld Publishing Co.Viking Press

Thomas Y. Crowell Co.Viking PressHolt, Rinehart & WinstonCharles Scribner's SonsViking PressParents' Magazine PressHarper & RowDavid McKayParents' Magazine PressDoubleday & CoDoubleday & Co.RandMcNally & Co.Random House

Whitman Books (Western Publishing Co.)Dial PressDial PressDial Press

Harper & RowThe Macmillan Co.Wonder-Treasure BooksViking PressHarper & RowChildrens PressMcGrawH

Author Title Publisher

Scott, Ann HerbertSimon, NormaSlobodkm, LouisSteiner, CharlotteStone, E.berta H.Thompson, Vivian L.Udry, JaniceViorst, JudithVogel, Ilse-MargaretWilliams, GweneiraZolotow, Charlotte

Alexander, AnneBrown, Margaret WBurton, Virginia LeeD'Amato, JanetEts, Marie HallFlack, MarjorieGeroely, Tibor

Gramatky, HardieHo II, AdelaideKessler, Ethel and Leor and

Lenski, LoisMunari, tsrunoNicholas, CharlesScarry, Richard, illus.Schwartz, JuliusSeiden, ArtStevenson, EricTarcov, EdithYoung, MiriamZaffo, George

Bonsai!, GeorgeChar hp, RemyChonz, SalinaDe Paola, TomeDe Regniers, i.n>trice, and LeonaPierce

Fisher, AileenFrancoiseFrasconi, AntonioGoudey, Alice E.Hader, Berta and ElmerHawkinson, Lucy

Sam

What Do / SayMagic MichaelJack Is Glad, Jack Is SadI'm Glad I'm MeSad Day, Glad DayLet's Be EnemiesI'll Fix AnthonyDon't Be Scared BookTimid TimothyThe Hating BookSomedayWake Up and Good night

TRANSPORTATION

ABC of Cars and TrucksTwo Little TrainsChoo, ChooThe Big Truck BookLittle Old AutomobileBoats on the RiverLittle Golden Fire Engine

Golden Shape Books:

Boat Book (and others in series)Little TootThe ABC of Cars, Trucks and MachinesAll Aboard the TrainBig Red BusLittle TrainBirthday PresentDanny DriverGreat Big Car and Truck BookThe Earth Is Your SpaceshipTrucksTony and the Toll CollectorA Train for Tommyif I Flew a PlaneAirplanes and Trucks and Trains, FireEngines, Boats and Ships and Buildingand Wrecking MachinesBig Book of Real Fire EnginesBig Book of Real Trains

WEATHER

WeatherWhere Is EverybodyThe Snow StormJoe and the SnowWho Likes the Sun

I Like WeatherThe Big RainSnow and the SunThe Day We Saw the Sun Come UpThe Big SnowDays I Like

65

McGraw-HillWhitman Books (We'Stern Publishing C. )The Macmillan CoAlfred A. KnopfG. P. Putnam's SonsHoliday HouseHarper & RowHarper & RowAtheneum PublishersAddison-Wesley Publishing Co.Harper & RowHarper & RowHarper & Row

Doubleday & Co.Addison-Wesley Publishing Co.Houghton Mifflin CoRenwal ProductsViking PressViking PressGolden Press

Golden Press

G. P. Putnam's SonsAmerican Heritage PressDoubleday & CoDoubleday & Co.Henry Z. WalckWorld Publishing Co.Golden PressGolden Press (Western Publishing Co.)McGraw-HillLion PressLittle, Brown & Co.Wonder-Treasure BooksLothrop, Lee & Shepard Co.Grosset & Dunlap

Grosset & DunlapGrosset & Dunlap

Grosset & DunlapAddison-Wesley Publishing Co.Henry Z. WalckHawthorn BooksHarcourt Brace Jovanovich

Thomas Y. Crowell Co.Charles Scribner's SonsHarcourt Brace JovanovichCharles Scribner's SonsThe Macmillan Co.Whitman Books (Western Publishing Co.)

Author Title Publisher

Ipcar, DahlovIwasaki, ChihiroKeats, Ezra JackKinney, JeanKuskin, KarlaMerriam, Eve

Raskin, EllenRice, InezShulevitz, UriWelber, RobertWoodard, CarolYashima, TaroZolotow,Charlotte

Wild WhirlwindStaying Home Alone on a Rainy DayThe Snowy DayWhat Does the Cloud DoIn the Flaky Frosty MorningAndy All Year Round: A Picture Bookof Four Seasons and Five SensesAnd It RainedThe March WindRain Rain RiversThe Winter PicnicThe Wet WalkumbrellaThe Storm Book

66

Alfred A. KnopfMcGraw-HillViking Press

Addison-Wesley Publishing Co.Harper & RowFunk and Wagnalls

Atheneum PublishersLothrop, Lee & Shepard Co.Farrar, Straus & GirouxPantheon 8poksFortress PressViking PressHarper & Row

Publishers of Reading Materials

Following is a list of publishers who spe-cialize in reading materials for all grade levels:

Addison-Wesley Publishing Co.Sand Hill RoadMenlo Park, Calif. 94025

Al .ad Education CouncilP.O. Box 78Gallen, Mich. 491 13

Allyn and Bacon, Inc.470 Atlantic AvenueBoston, Mass. 022:0

American Book Company55 Fifth AvenueNew York, N.Y. 10003

American Education Publications55 High StreetMiddletown, Conn. 06457

American Guidance Service, Inc,Publisher's BuildingCircle Pines, Minn. 55014

Americana Interstate Corporation501 East Lange StreetMundelein, Ill. 60060

Ann Arbor Publishers610 South ForestAnn Arbor, Mich, 43104

AppletonCenturyCroftsAga park Avenue, SouthNew York, N.Y. 10016

Associated Education Services CorporationRockefeller Center630 Fifth AvenueNew York, N.Y. 10020

Atomic Enterprises, Inc.2545 Boulevard PloceIndianapolis, Ind. 46 )8

Baldridge Reading Instruction Materials, Inc.14 Grigg StreetGreenwich, Conn. 06830

67

Bernell Loft, Ltd.111 South Centre AvenueRockvilleNew York, N.Y. 11570

Barnes and Noble, Inc.105 Fifth AvenueNew York, N.Y. 10003

Behavioral Research LaboratoriesBox 577Palo Alto, Calif. 94302

Benef lc Press

1900 N Narragansett AChicago, III. 60630

Better Reading Prow, Inc.230 East Ohio S6re'tChicago, III. 60611

BobbsMerrill Company, Inc.4300 West 62nd StreetIndianapolis, Ind. 46206

Bolt, Beranek and Newman, Inc.22 Moulton StreetCambridge. Mass. 02138

Book-Lab, Inc.1449 37th StreetBrooklyn, N.Y. 11218

Burgess Publishing Company426 South Sixth StreetMinneapolis, Minn. 55414

Cambridge University Press32 East 57th StreetNew York, N.Y. 10022

Chandler Publishing Compari124 Spear StreetSan Francisco, Calif. 94105

Childrens Press, Inc,1224 West Van Buren StreetChicago, III. 60607

Civic Education Service1733 K Street, NB,Washington, D.C, 20006

Cliff's Notes, Inc.Department CE010Bethany StationLincoln, Neb. 68505

Continental Press, Inc.520 East Bainbridge StreetEli ?abethtown, Pa 17022

Coronet Learning Programs65 East South Water StreetChicago, III 60601

Craig Research, Inc.

3410 South LaCienega Boulevard

Los Angeles, Calif 90016

Creative Educational Society515 North Front StreetMankato, Minr. 56001

Croft Educational Services100 Garfield AvenueNew London, Conn. 06320

John Day Company, Inc.62 West 45th StreetNew York, N Y. 10036

J. M. Dent and Sons, Ltd.100 Scarsoale RoadCon Mills, Ontario, Canada

Dexter and Westbrook, Ltd.111 South Centre AvenueRockville Centre, N.Y. 11571

Economy Company1901 North Walnut, Box 25308Oklahoma City, Okla. 73105

Educational Activities, Inc.P.O. Box 392Freenort, N.Y. 11520

Educational Developmental Laboratories, Inc.284 Pulaski RoadHuatington, N.Y. 11743

Educational Games, Inc.200 Fifth AvenueNew York, N.Y. 10010

Educators Publishing Service301 Vassar Ss,cetCambridge, Mass. 02139

EMC CorporationEducational Materials Division180 East 6th StreetSt Paul, Minn. 55101

68

Encyclopaedia Be' tannica, Inc.425 North M.cnigan AvenueChicago, Ill. 60611

English La, guase Services, Inc.800 18th Street, N.W.Washington, D.C. 20006

Eye Gate House. tnc146.01 Archer AvenueJamaica, N.Y. 11435

Fearon Publishers, Inc.2165 Park BoulevardPalo Alto, Calif. 94306

Fern Tripp Company2035 East Sierrra WayDinuba, Calif. 93618

Field Educational Publications(Harr Wagner Publishing Co, pany)609 Mission StreetSan Francisco, Calif. 94105

Folkways Records and Service Corporation165 West 46th StreetNew York, N.Y. 10036

Follett Publishing Company1010 W. Washington BoulevardChicago, III. 60607

Garrard Publishing Company1607 North Market StreetChampaign, Ill. 61820

Ginn and CompanySteller BuildingBack Bay P.O. Box 191Boston, Mass. 02117

Glencoe Press3701 Wilshire BoulevardBeverly Hills, Calif. 90211

Globe Book Company175 Fifth AvenueNew York, N.Y. 10010

Good Reading Communications505 Eighth AvenueNew York, N.Y. 10018

Grosset and Dunlap, Inc.51 Madison AvenueNew York, N.Y. 10010

Harcourt Brace Jovanovich, Inc.757 Third AvenueNew York, N.Y. 10017

Harlow Publishing CorporationP.O Box 898212 East Gray StreetNorman, Okla 73070

Harper & Row2500 Crawford AvenueEvanston, III. 60201

Harvey House, Inc.Irvington-on-HudsonNew York, N.Y. 10533

D C Heath & CompanyDivision of Raytheon Company285 Columbus AvenueBoston, Mass. 02116

Highlights for Children, Inc2300 West Fifth AvenueColumbus, Ohio 43216

Holt, Rinehart and Winston, Inc383 Madison AvenueNew York, N.Y 10017

Houghton Mifflin Company110 Tremont StreetBoston, Mass 02107

The Hubbard Company500 Court StreetDefiance, Ohio 43512

Ideal School Supply Company11000 South Lavergne AvenueOak Lawn, III. 60453

Imperial international LearningBox 548Kankakee, W. 60901

Initial Teaching Alphabet Publication20 East 46th StreetNew York, N.Y 10017

Laidlaw BrothersThatcher and MadisonRver Forest, Ill. 60305

Lawrence Publishing CompanyRoom 716.18617 South Olive StreetLos Angeles, Calif. 90013

LinguisticaBox 619Ithaca, N.Y. 14850

J. L. Lippincott CompanyEast Washington SquarePhiladelphia, Pa. 19105

69

Lyons and Carnahan, Inc407 East 25th StreetChicago, III. 60616

McCormick Mathers Publishing Company, Inc.300 Pike StreetCincinnati, Ohio 45202

McGraw-Hill Book CompanyDivision of McGraw-Hill, Inc.330 West 42nd StreetNew York, N.Y. 10036

McQueen Puolishing CompanyBox 198 Route 1Tiskslwa, Ili. 61368

Charles E. Merrill Books, Inc1300 Alum Creek DriveColumbus, Ohio 43216

Modern Curriculum PressP 0 Box 9Berea, Ohio 44017

Modern Educational Research250 West Girard AvenuePhiladelphia, Pa, 19123

New Readers PressLaubach Literacy, Inc.P.O. Box 1311011 Harrison StreetSyracuse, N.Y 13210

Noble and Noble Publishers750 Third AvenueNew York, N.Y 10017

Oklahoma Publishing CompanyP 0 Box 25125Oklahoma City, Okla 73215

Open Court Publishing Company1307 Seventh Street, Box 399LaSalle, DI. 61301

Oxford Book Company71 Fifth AvenueNew York, N.Y. 10003

Penns Valley Publishers, loc.119% Frazier StreetState College of PennsylvaniaUniversity Park, Pa. 16802

Perceptual Development LaboratoriesBox 1911Big Springs, Tex, 79720

George Pflaum Publishing Company38 West Fifth StreetDayton. Ohio 45402

__)

Phonovisual Products, Inc4708 Wisconsin Avenue, N.WWashington, D.C. 20007

Play 'n TalkP 0 Box 18804Oklahoma City, Okla. 73118

Portal Press605 Third AvenueNew York, N.Y. 10016

PenticeHall, Inc.Box 903Englewood Cliffs, N.J. 07632

Psychotechniques, Inc.7433 North Harlem AvenueChicago, Ill. 60648

Rand-McNally & CompanyBox 7600Chicago, lit. 60680

Random House457 Madison AvenueNew York, N Y 10022

Readers' Digest Services, Inc.Educatronal DivisionPleasantville, N.Y. 10570

Reading Laboratory, Inc.370 Lexington AvenueWt.,/ 'York, N.Y. 10036

Scholastic Book Services, Inc.50 West 44th StreetNew York, N.Y. 10036

Science Research Associates, Inc.259 East Erie StreetChicago, III. 60611

Scott, Foresman and Company1900 East Lake AvenueGlenview, III. 60025

Silver Burdett CompanyPark Avenue and Columbia Rd.Morristown, N.J. 07960

The L W. Singer Company, Inc.249 West Erie BoulevardSyracuse, N.Y. 13202

Standard Educational Corporation130 North Wells StreetChicago, III. 60606

The Steck Vaughn CompanyP.O. Box 2028Austin, Tex. 78767

70

Teachers College Press

Columbia University525 West 120th StreetNew York, N,Y. 10027

The Titan CorporationEducational Division130 West Wieuca Road, N.E.Atlanta, Ga. 30305

United Educators, Inc.Tangley OaksEducational CenterLake Bluff, III. 60044

University of LondonSaint Paul's HouseWarwick LaneLondon, England EC4

University of Michigan Press615 East UniversityAnn Arbor, Mich. 48106

University of Minnesota2037 University Avenue, S.E.Minneapolis, Minn. 55455

University of Nebraska PressNebraska Hail 215Lincoln, Neb. 68508

Wadsworth Publishing CompanyBelmont, Calif. 94002

Washington Square Press, In..630 Fifth AvenueNew York, N.Y. 10020

Webster DivisionMcGrawHoil Book CompanyManchester RoadManchester, Mo. 63011

Wenkart Publishing Compai.v4 Shady Hilts SquareCambridge, Mass. 02138

H W. Wilson Company950 University AvenueBronx, N.Y. 10452

Word Making Productions721 Kearns BuildingP.O. Box 305Salt Lake City, Utah 84110

Wordcrafters GuildSt. Albans SchoolMassachusetts and Wisconsin

Avenues, N.W.

Washington, r...:. 20016

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Angus, M. M. D. An Investigation of the Effects of a Sys-tematic Reading Readiness Program at the Kinder-garten A Level. Unpublished doctoral dissertation,Wayne State University, 1962.

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Brzeinski, J. E. "Beginning Reading in Denver," The ReadingTeacher,, 18, 1964, 16-21.

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Burks, E. "Effects of a Reading Program Presented Prior toGrade One on Reading Achievement and Pupil Behav-ior." Unpublished doctoral dissertation, Rutgers -TheState University. 1965.

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,ildren Who Read Early. New York:teachers College Press, 1966.

Ellerman, R. A. and Wadley, J. A. "A Readiness Experi-ment," The Reading Teacher, 23, 1970, 556-8.

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Fowler, W. "A Developmental Learning Strategy for EarlyReading in a Laboratory Nursery School." Interchange(in press).

"A Study of Process and Method inThreeYear-Old Twins and Triplets Learning to Read,"Genetic Psychology Monographs, 72, 1965, 3-89.

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Gabler, J. E. F. "A Study of Reading Readiness Programs inthe Kindergarten." Unpublished doctoral dissertation,Wayne State University, 1963.

Gates, A. "Necessary Mental Age for Beginning Reading,"Elementary School Journal, 37, 1937, 497-508.

and Bond, G. "Reading Readiness: AStudy of Factors Determining Success and Failure inBeginning Reading," Teachers College Record, 37,1936, 674-85.

Gesell, A. The Mental Growth of the Preschool Child. NewYork: Macmillan, 1925.

Ilg, F., and Arnes, L. The First FiveYears of Life. New York: Harper, 1940.

Gill, M. F. "Relationship Between Junior Kindergarten Ex-perience and Reading Readiness," Ontario Journal ofEducational Research, 10, 1967, 57-65.

Goralski, P. J., and Kerl, J. M. "Kindergarten Teacher Aidesand Reading Readiness, Minneapolis Public Schools,"Journal of Experimental Education, 37, 1968, 34-38.

Gruber, A. M. "An Investigation of the Learning of Kinder-garten Children Taught by a Modified Fries' LinguisticApproach in Combination with Dr. Seuss' BeginnerBooks." Unpublished doctoral dissertation, IndianaUniversity, 1965.

Haines, L. E. "The Effects of Kindergarten Experience UponAcademic Achievement in the Elementary SchoolGrades." Unpublished doctoral dissertation, Universityof Connecticut, 1960.

Haley, E. D., et al. "A Comparison of Scores of KindergartenChildren and Non-Kindergarten Children in SpecificBackground Abilities at First-Grade Entrance." Un-published master's thesis, Boston University, 1957.

Hall, G. The Psychology of Adolescence. New York: D.Appleton and Co., 1961.

Harckham, L.D., and Hagen, L.V. "The Effects of a Phonics-Oriented Kindergarten Program on Auditory Discrim-ination and Reading Readiness." Paper Presented atthe Conference of the American Educational ResearchAssociation, Minneapolis, Minn., March 2.6, 1970.

Hess, R.D. "Cognitive Elements in Maternal Behavior," inThe Craft of Teaching and the Schooling of Teachers.The First National Conference of the U. S. Office ofEducation Tri-University Project in Elementary Educa-tion, Denver, Colo., September 1967.

Hillerich, R. L. "Pre-Reading Skills in KindergartenASecond Report," Elementary School Journal, 65,1965, 312-17.

Huey, E. B. The Psychology and Pedagogy of Reading. NewYork: Macmillan, 1908.

Hunt, J. McV. Intelligence and Experience. New York:Ronald Press, 1961.

Ingersoll, G. M. "'Sesame Street' Can't Handle All the Traf-fic!" Phi Delta Kappan, 53, 1971 185-186.

Irving, J, V. A Multi-Sensory Approach to Facilitating Read-ing Readiness in Kindergarten. Unpublished doctoraldissertation, Ball State University, 1965.

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Jacobs, F. N. "An Evaluation of the Frostig Visual-PerceptualTraining Program," Educational Leadership, 25, 1968,332-40.

Keele, R. L., and Harrison, G. V. "The Effect of ParentsUsing Structured Tutoring Techniques in TeachingTheir Children to Read." Paper presented at the meet-ing of the American Educational Research Associa-tion, New York, N.Y., Feb. 4.7, 1971.

Kelley, M. L. "The Effects of Teaching Reading to Kinder-garten Children." Unpublished doctoral dissertation,1966.

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Knudson, G. P. "Exerpt from an Evaluation of a PreschoolProgram." Unpublished master's thesis, University ofUtah, 1970.

McBeath, P. L. The Effectiveness of Three Reading Prepar-edness Programs for Perceptually Handicapped Kinder-gartners. Unpublished doctoral dissertatio ', StanfordUniversity, 1966.

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Rambusch, N. Learning How To Learn. Baltimore: HeliconPress, 1962.

Roy, I., and M. L. Effect of a Kindergarten Program of Perceptual Training Upon the Later Development ofReading Skills. 1969, ED 030 491.

Rutherford, W. L. "Perceptual-Motor Training and Readi-ness," Reading and Inquiry (J. A. Figt.rel, ed.).Newark, Del.: International Reading Association,1965, 294-6.

Schoephoerster, H., Barnhart, R., and Loomer, W. M. "TheTeaching of Prereading Skills in Kindergarten," TheReading Teacher, 19, 1966, 352-7.

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Shapiro, B. J., and Willford, R. E. "i.t.a.Kindergarten orFirst Grade?" The Reading Teacher, 22, 1969, 307-11.

Shipman, V. "Early Experience in the Socialization and Cog-nitive Modes in Children:. A Study of Urban NegroFamilies," Child Development, 36, 1965, 869-886.

Silberberg, M. C. "The Effect of Formal Reading ReadinessTraining in Kindergarten on Development of Readi-ness Skills and Growth :n Reading." Unpublisheddoctoral dissertation, University of Minnesota, 1966.

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Stanchfield, J. M. "The Development of Pre-Reading Skills inan Experimental Kindergarten Program," ElementarySchool Journal, 71,,1971, 438-47.

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Taylor, C. D. "The E" of Training on Reading Readi-ness," Studies . ding, 2, 1950, London, England:University of Lo Press, 64-80.

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Villet, B. "The Children Want Classrooms Alive with Chaos,"Life, 6, 1969, 50-52.

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Weeks, E. E. "The Effect of Specific Pre-Reading Materialson Children's Performances on the Murphy-DurrellDiagnostic Reading Readiness Test." Unpublished doc-toral dissertation, University of Connecticut, 1964.

Wingert, R. C. "Evaluation of a Readiness Training Program,"The Reading Teacher, 22, 1969, 325-8.

Wise, J. E. "The Effects of Two Kindergarten Programs UponReading Achievement in Grade One." Unpublisheddoctoral dissertation, University of Nebraska, 1965.

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ALL PREP (Putting Research into Educational Practice) reports issued to date (Nos. 1-39) are now available fromthe Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 at the following

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1 Instructional Television Facilities: A Guide for School Administrators and Board Members $ .352 Reading and the Home Environment: The Principal's Responsibility 40

3 Establishing Central Reading Clinics: The Administrator's Role 45

4 Correcting Reading Problems in the Classroom 50

5 Treating Reading Disabilities: The Specialist's Role 55

6 Bilingual Education 65

7 School-Community Relations: Research for School Board Members 60

8 Teacher Militancy, Negotiations, and Strikes: Research for School Board Members 35

9 Job-Oriented Education Programs for the Disadvantaged 70

10 Seminar on Preparing the Disadvantaged for Jobs: A Planning Handbook 55

11 Research on Elementary Mathematics 55

12 Paraprofessional Aides in Education 50

13 Sharing Educational Services 75

14 Social Studies and the Disadvantaged 60

15 Student Participation in Academic Governance 55

16 Individualized Instruction 75

17 Microteaching 45

18 Reinforcing Productive Classroom Behavior: A Teacher's Guide to Behavior Modification 40

19 Migrant Education 50

20 Teacher Recruitment and Selection 50

Teacher Evaluation 5521

22 A Readiness Test for Disadvantaged Preschool Children j.5023 Educational Cooperatives 70

24 SchoolCommunity Relations and Educational Change 65

25 Improving Teaching Effectiveness 40

26 Black Studies in Community Colleges 45

27 Year-Round SchoolsThe 45-15 Plan28 Educational Performance Contracting

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29 New Products in Education 50

30 Teaching Resources for Low-Achieving Mathematics Classes 55

31 Early Childhood Programs for Non-English-Speaking Children 55

32 Job Placement and Followup of Secondary School Vocational Education Students 75

33 Environmental Education Programs and Materials 1 00

34 Evaivating College Classroom Teaching Effectiveness 45

35 Educational Accountability and Evaluation 55

36 Drug Education 1 00

37 Early Childhood Education 60

38 Developing Specifications for a Low-Cost Computer System for Secondary Schools 1 00

39 Preschool Reading Instructions, Information for the Administrator 55

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