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A range of literacy, language, and symbol concepts was explored with 74three-to five-year-old children to learn whether a developmental basis to literacy could be identified. Several tasks from the Bader Reading and Language Inventory were grouped under the following categories: concepts about books and print, alphabetic knowledge, left-to-right print orientation, precursors of encoding, syntactic/semantic processing, and reading behaviors. Children were divided into four age groups for the purpose of identifying developmental preliteracy stages. Findings indicated that these 3-to 5-year-old children handled books properly and exhibited adequate oral-language facility. Generally, the emergence of observable specific preliteracy behaviors did not occur until age four. Variation in literacy, language, and symbol concepts is to be expected among 5-and 6-yearold children, dependent on their experience and rate of development.

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52 per cent of a selected sample of wives of Texas Technological College students responded to a questionnaire that furnished a description of their education, their employment and family status as well as indications of their attitudes toward higher education and possible college courses in which they might enroll if interested. Results show the average wife of a student is between 20 and 24 years of age, is employed, has one preschool child. A college education is more important to the majority “now” than it was when they married. 42 per cent had started college but had not completed it and were not enrolled. They wished a wider selection of courses were offered in night school. Most indicated they would also like service courses related to home and family life. Implications are discussed for those counseling women in high school and college.

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