Reading Readiness

The earliest stage, readiness, encompasses the skills that young children usually acquire before they can profit from formal reading instruction. Children acquire knowledge of the language and of letter names; they learn that spoken words are composed of separate sounds and that letters can represent these sounds. Parents can aid in the process by reading to children, thus acquainting them with the more formal language of books, pointing out words and letters, and making them aware that words in a book can tell a story or give information. Other readiness skills are acquired through word and rhyme games. Play with language apparently helps young children focus their attention on the sounds of words as well as on their meanings.

Children also learn about other aspects of written language. At younger ages they can distinguish their script from that of other languages, recognize commercial logos, engage in “pseudoreading” with familiar books, and so on. It has been suggested that these early “reading” behaviors contribute to later reading success.



In kindergarten or first grade, children are often given readiness tests that measure abilities in language, knowledge of letter names, and skill in matching words and letters. High scorers on these tests usually become good beginning readers, but children with low scores may or may not do well in reading. Experienced kindergarten teachers can often predict first-grade reading abilities as well as or better than readiness tests.