Abstract
Abstract The Delphi technique was used to determine whether Early Childhood Reading Educators could move toward consensus on three basic questions related to reading readiness: (1) What is reading readiness? (2) How do we know when a child is ready to read? (3) What should be included in an appropriate reading readiness curriculum for kindergarteners? Jurors’ responses to the first interrogation showed a range from whole language to subskills emphases. Jurors differed widely in their acceptance of the construct reading readiness, with some embracing reading readiness and others rejecting it. Although jurors in this study did not reach consensus on definitions of reading readiness, reading readiness evaluations, or curriculum emphases, they were in agreement in emphasizing a language base. They were in highest disagreement with subskill development, specifically auditory and visual discrimination. Implications include strengthening the base of information which could facilitate the use of whole language ex...
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