A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including:

What are the key elements all children need in order to become good readers?
What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school?
What concepts about language and literacy should be included in beginning reading instruction?
How can we prevent reading difficulties starting with infants and into the early grades?
What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction.

You'll find out how to help youngsters build word recognition, avoid comprehension problems, and more―with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites.

Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers.

Table of Contents

Front Matter
Introduction
Promoting Children's Reading Success
Growing Up to Read
Becoming Real Readers
Preventing Reading Difficulties
Glossary
For More Information
Internet Resources
Acknowledgements & Credits
Index

�ber die Autorin bzw. den Autor:

M. Susan Burns, Peg Griffin, and Catherine E. Snow, Editors; Committee on the Prevention of Reading Difficulties in Young Children, National Research Council

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