Several questions school psychologists and teachers have regarding emergent literacy in kindergarten are addressed. Answers to questions are based on an extensive review of the literature. Answers include specific suggestions for encouraging kindergarten children's emergent literacy. ᭧

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Central Michigan UriiversityCom ares the effectiveness of the Gatea-MacCinitie Readiness Skills Test (G-hf) and Illinois Test of Psycholinguistic Abilities (ITPA) for redicting reading achievement in grade one and studies whether either test digrentially predicts reading in an i.t.a. ap roach cr a t.o. sight approach. Subjects in grade one were administered t i e G-M, a measure of intelligence, and the ITPA at the beginning of the school year and the Lee-Clark Reading Tests at the end of the year. Subjects were learning to read in two approaches to reading 4 . t . a and t.0. sight-oriented approach. Relationships between the G-M, I&, ITPA, and reading were analyzed using Pearson-Product Moment Correlations, Partial Correlations with intelligence controlled, and Stepwise Regression Analyses. The G-M was found to be a better predictor of reading than the ITPA for both i.t.a. and t.0. groups. The relative importance of specific subtests waa found to depend on the factors of reading groups and/or sex. Future research may find a combination of available reading readinesv tests to be most predictive of reading.

After listening to 2 stories, William's Doll and Ira Sleeps Over, 2 groups of kindergarten students (22 boys and 27 girls) were questioned about their attitudes toward the nontraditional male roles depicted. A comparison with a 1975 study by Styer suggests that both genders are more accepting of literature portraying boys in nontraditional ways.