Publication Date


Document Type


First Advisor

Syverson, Genevieve B.||Leonard, Lloyd L.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

School of Education


Reading readiness


It was the purpose of this study (1) to survey the literature in the area of reading readiness during the period of 1955-1965 and on the basis of this survey, to perceive the differences in the interpretation of readiness; and (2) to ascertain how interpretations of readiness have been modified during this period based on new discoveries in the fields of growth and development. The data were collected, classified, and presented in a chronological sequence. Introductory information about the study was explained In Chapter I, Chapter II reflected the historical development of reading readiness concepts. A detailed discussion of a ten-year period beginning with 1955 was the content of Chapter III, The final chapter summarized Chapter II and Chapter III and revealed conclusions and Implications that evolved from the study. Research in the field of readiness and additional knowledge of how children grow and develop led to the conclusion that readiness for reading involves many factors. There is general agreement that the major ones are mental maturity, physical maturity, experience or background, emotional adjustment, and language development. Authorities disagree as to which of these various factors correlate most highly with success in beginning reading. There is also disagreement as to the nature of the readiness program; whether a child should be given specific background for reading or wait for maturation. Since readiness for reading does not depend on any one factor or even a single combination of factors, readiness should be measured by a variety of instruments. The intelligence test, the reading readiness test and teacher observation are among the most important. Research has Indicated that children profit more from an informal readiness program than from a formal one. Studies have also concluded that children do not suffer if formal reading is delayed until they are ready, in the long run they tend to gain. Implications for further research that evolved from the study were (1) to determine the levels of accomplishment which could be anticipated for children with varying mental ages and/ or socio-economic background; (2) to determine if present readiness programs use materials that challenge the interests of the children; and (3) to develop more comprehensive tools for use in diagnosis and prognosis for readiness to read.


Includes bibliographical references.


iii, 86 pages, 3 unnumbered pages




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