The two瓂ear study compared children who were read to this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These resul.ts were found one year and even two years later.

　　Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most preschool teachers would find this method manageable and would need only a small change in the way they teach. They already read storybooks in class. The only difference would be increased attention to the printed text.

　　Ms. Piasta says if you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling. But she says research suggests that very few parents and teachers do this in a systematic way.

　　The report appears in the journal Child Development.

　　More than three hundred children aged four and five were observed in classrooms in Ohio and Virginia. The children came from poor families and were below average in their language skills. This put them at risk of reading problems later.

　　For thirty weeks, the children took part in a program called Project STAR, for Sit Together And Read. The project is based in Ohio State. It tests the short­

　　term and long璽erm results of reading regularly to preschool children in their classrooms.

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