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Abstract
This paper reviews reading and literacy research literature related with reading acquisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different). The conclusion is that reading acquisition is mediated by multiple factors (cognitive,instructional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.
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