Practices in reading readiness programs vary considerably (Spache & Spache, 1973). In some programs the emphasis is upon language development; in other programs the emphasis is upon perceptual1 and/or perceptual-motor training. In fact, in some programs (e.g., Kephart, 1960; Frostig, 1961), little or no attention is given to language development, and even in programs that have a language-development component, some emphasis on perceptual and/or perceptual-motor training is common.
Carducci-Bolchazy, M. (1977). A Survey of Reading Readiness Practice. Reading Horizons: A Journal of Literacy and Language Arts, 17 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol17/iss4/5