Beginning to Read: Thinking and Learning about Print / Edition 1

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Overview

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

The MIT Press

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Editorial Reviews

Booknews
An introductory text by an author who has exerted extra effort to be clear. Proposes a synthesis of the phonetic and meaning approaches to teaching reading that focuses on the printed word. Draws on research in educational psychology, cognitive science, and the new field of connectionism. Addressed both to educators and to parents of preschool children. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Table of Contents

Foreword
Acknowledgments
Pt. I Introduction 1
Ch. 1 Putting Word Recognition in Perspective 3
Ch. 2 Reading Words and Meaning: From an Age-Old Problem to a Contemporary Crisis 13
Pt. II Why Phonics? 29
Ch. 3 Program Comparisons (And, by the Way, What is Phonics?) 31
Ch. 4 Research on Prereaders 55
Pt. III What Needs to Be Taught? Hints from Skilled Readers 93
Ch. 5 Outside-In Models of Reading: What Skilled Readers Look Like They Do 95
Ch. 6 Analyzing the Reading Process: Orthographic Processing 107
Ch. 7 Analyzing the Reading Process: Use and Uses of Meaning 137
Ch. 8 Adding the Phonological Processor: How the Whole System Works Together 157
Pt. IV Thinking, Learning, and Reading 193
Ch. 9 The Nature of Learning (Words or Otherwise) 195
Ch. 10 On the Goals of Print Instruction: What Do We Want Students to Learn? 215
Pt. V Learning How to Read 235
Ch. 11 On Teaching Phonics First 237
Ch. 12 Phonological Prerequisites: Becoming Aware of Spoken Words, Syllables, and Phonemes 293
Ch. 13 Leaning about Print: The First Steps 333
Ch. 14 To Reading from Writing 375
Pt. VI Summary and Conclusion 407
Ch. 15 The Proper Place of Phonics 409
Afterword 425
References 435
Name Index 475
Subject Index 485
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