ABSTRACT
Reading readiness is a state of being which enables a child to learn to read without needless frustration or anxiety. Although this definition is acceptable to most people, there are differences in thinking about the factors which contribute to reading readiness and these differences in thought reside along a continuum. There are two reasons why a kindergarten or first grade teacher might administer a reading readiness test to her pupils. The content and structure of the Clymer-Barrett Prereading Battery is intended to be consistent with the authors’ beliefs about the nature of reading readiness and the reasons for measuring and evaluating prereading skills and abilities. The Prereading Rating Scale requires the teacher to make subjective evaluations of pupil behavior in eight areas: facility in oral language, concept and vocabulary development, skills in critical and creative thinking, social skills, emotional development, attitude toward and interest in reading, and work habits.
