Answer to Question 1
Low income family, home in poor neighborhood with questionable schools, limited English, speaks a dialect, cognitive deficiencies, hearing problems, delayed language, family history of reading problems, poor nutrition, untreated health problems, delays in expressive language, poor receptive vocabulary, delays in letter identification skills and not knowing the function of print, delayed verbal memory, a home that doesn't motivate interest in language or books, or a home where the numbers of oral words spoken are limited, and not knowing or understanding the English language.
Answer to Question 2
No research substantiates the earlier, the better position.
Preschool curriculum's goal is to offer a well-rounded and developmentally appropriate curriculum, including physical, emotional, social, intellectual, and creative development.
A limited bits and pieces reading instruction is a drill type of instruction that does not help develop an attitude that reading is useful, meaningful, and pleasurable.
Play and exploration in a literacy-rich classroom exposes children to the integrated and interrelated nature of the language arts and builds the strong foundation that aids a child's ease in learning to read.
Group instruction in reading is of little interest to preschoolers.
A broad range of preschool background activities promotes literacy and the skills and abilities necessary for reading success.
If a child demonstrates early interest and success in actual reading, individual activities to promote and support the child's efforts will be supplied.
Self-esteem and child initiative can be crushed if formal reading instruction makes no sense and if the child is bored by it.
Parents should reflect upon their own formal reading instruction and what feelings or pressures took place when they were six or seven and whether they feel that would be appropriate for their three- and four-year-olds.
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