One way of countering illiteracy is to teach children to read before they enter elementary school, e.g., in nursery school or at home. The "right age" for learning to read is discussed; positive results of a project in France that taught nursery school children to read and write are examined. (RM)

The kinds of meaning that children find in reading are discussed. When teaching young children to read, it is very important that teachers be aware of and take into consideration the child's viewpoint (RM)

Children growing up in literate societies, surrounded by the printed word, begin to read and write long before they start school. The extent and scope of early literacy development is examined. Theoretical explanations of this development are offered. Implications for schools are presented. (RM)

Research shows that there are many possible positive effects of early bilingual reading upon intellectual growth and general education. An Italian research project dealing with early bilingual literacy is described; the teaching methods used in the project are examined. (RM)

Early reading for deaf and hearing-impaired children using the natural reading method inspired by Doman is advocated. The Doman method is described. What educational research on deaf and hearing-impaired children says concerning the process of reading acquisition is discussed. (RM)

This case study examines the reform of the teaching of French in the primary schools of French-speaking Switzerland. Two major questions are examined: (1) What are the real motives for introducing a new reading methodology? and (2) How can a methodology on paper be transformed into practical action?

To make it easier for Chinese children to learn how to read, the Chinese writing system is being changed. The experimental approach of combining Chinese characters and pinyin is currently being carried out in Chinese primary schools. How this approach works in teaching children to read is described. (RM)

One of the major educational reforms being undertaken in the USSR today is that of improving student reading ability at the elementary and secondary levels. The proposed system for teaching reading is discussed. (RM)

The most important educational contribution of the Rosa Sensat college in Barcelona, Spain, is its style of in-service teacher training, encouraging teachers to examine deficiencies in their own work to identify the basis for a new approach. The educational history of this teacher-training college founded in 1965 is discussed. (RM)

Evaluates the mission of schools in industrialized nations to transmit literacy and numeracy skills to persons generally considered disadvantaged. Data are analyzed for the United Kingdom, the United States, and France. (Author/DB)

Presents an overview of the main features and preoccupations of educational reform in the highly industrialized market economy countries of the Western world. Concludes that education must continue to demonstrate its will to change and play a major role in social change. (Author/DB)

Examines educational trends in East-Central European countries during the twentieth century, with emphasis on educational development in Hungary since World War II. Information is presented on objectives, problems, educational level of the working population at various periods, and prognosis for the 1980s. (Author/DB)

Probes educational equality in Eastern European nations. Data are analyzed for urban/rural school aged youth, political influences in education, career development, human development objectives and realities, and the relationship between education and national economic needs. (Author/DB)

Evaluates the rhetoric and reality of educational opportunity in Western Europe. Information is presented on educational research findings regarding educational opportunity, social mobility, social status, schools and the social structure, and the growing pressure for democratization of education. (Author/DB)

Concentrates on the crisis of educational institutions, particularly at the university level. Information is presented on the professionalization of teaching, social change, increasing existence of nonuniversity research institutions, political activism, and prognosis for a renaissance of the universities. (Author/DB)