ABSTRACT
It is necessary to assemble information on the individual pupil's readiness for reading in a form that will both guide the teacher's classroom observation and provide for recording of progress. Learning to read usually takes place in a group setting, so a child's readiness for group participation must be assessed and fostered. Qualities of persistence, concentration, self-reliance and independence are also important. 'Premature attempts to teach basic reading formally before the child has enough self control to focus his emotional energies upon the task of learning may defeat their object.' It would appear that this aspect of readiness is best assessed in relation to adjustment to tasks and general poise. Visual readiness not only requires the ability to perceive and discriminate shapes, but also the ability to remember their significance. The degree of visual readiness required for reading appears to vary. Ideally, the teacher should work out her own observation schedules for the assessment of reading readiness.
