Reading Readiness

Abstract

The nature and assessment of reading readiness are considered through an examination of factors in reading readiness, and through an examination of purposes and principles in reading readiness assessment. Skills in extant reading readiness tests are identified, and subskill categories derived from research on reading readiness, reading acquisition, and reading achievement are considered. These skills include attention and automaticity; linguistic awareness; understanding of the task; letter, letter-sequence, word, and word-sequence skills; and flexibility in reading. Effects of instructional factors on reading readiness are also considered. The providing of information for instructional decision-making is identified as the major purpose of reading readiness assessment. Twelve principles for the design and use of reading readiness tests are developed, and twelve major categories of factors that should be considered in an assessment of reading readiness are identified. It is argued that reading readiness should be conceptualized and assessed in terms of the specific reading skill or skills demanded by the task confronting the learner.