The results of studies of precocious reading ability are reviewed, and the implications of these results for parents, teachers, and educational policy makers are discussed. Precocious reading ability is a complex skill, and levels of specific subskills vary widely among individuals. Although precocious reading ability is moderately associated with general intelligence, some highly .intelligent children do not read early and some precocious readers are of average or subnormal intelligence. Although parents should not expect to be able to teach their infants to read, they may encourage the early development of reading through natural and mutually enjoyable activities.
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