A Design For Kindergarten Learning Centers Based on Research in Reading Readiness, Learning Theory, and Learning Centers
The purpose of this study was to identify the significant reading readiness variables related to success in beginning reading and to determine which of those variables should be taught in a primary classroom. The study was further implemented to incorporate learning theory principles and learning center characteristics in the development of activities to teach three of the reading readiness variables. In reviewed literature, many variables were found to be involved in reading readiness. The variables of background of experience, oral language skill, auditory discrimination, visual discrimination, following directions, and associative learning were found to be significantly related to success in beginning reading and acquirable by training. It was concluded that before decisions can be made as to which reading readiness variables should be included in any one reading readiness program, the mothodology and materials of the beginning reading program must first be examined. Lastly, learning theory principles and learning center characteristics were incorporated into the development of activities to teach the reading readiness variables of background of experience, skill in oral language, and visual discrimination.
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