Beginning to Read: Thinking and Learning about Print

Front Cover
MIT Press, Feb 3, 1994 - Psychology - 504 pages
Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read.

Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.

A Bradford Book

 

Contents

Chapter
7
From an AgeOld Problem to
13
PART II
29
Research on Prereaders
55
What Needs to Be Taught? Hints from Skilled Readers
93
Orthographic Processing
107
How the Whole System Works
157
PART IV
193
Becoming Aware of Spoken Words
293
The First Steps
333
Chapter 14
375
PART VI
381
Chapter 15
409
Afterword by Dorothy Strickland and Bernice Cullinan
425
References
433
Name Index
475

What Do We Want Students
215
PART V
235
Chapter 12
248

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About the author (1994)

Marilyn Adams is a researcher working in the field of cognition and education and recipient of the American Educational Research Association's Sylvia Scribner Award.

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