Of the many reading readiness factors, some are known to be immune to, or at least not easily impacted by, the effects of schoolilng. These include students' socioeconomic and backgrounds of experience, their mental age and IQ, and their basic motivation and achievement orientations. Other readiness factors are recognized as being amenable to training--in other words, as being teachable and learnable. Happly, these include four of the most significant ones; auditory discrimination, auditory comprehension, visual discrimination, and visual memory. In the remarks that follow, an attempt is made to review selected instructional procedures in each of these areas.
Palardy, J. M. (1984). Some Thoughts on Systematic Reading Readiness Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 24 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol24/iss3/4