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Author Adams, Marilyn Jager.

Title Beginning to read : thinking and learning about print / Marilyn Jager Adams in conjunction with the Reading Research and Education Center
Edition First MIT Press paperback edition
Published Cambridge, Mass. ; London : MIT Press, 1990


Location Call no. Vol. Availability
 W'PONDS  372.4 Ada/Btr  Recently returned
 W'PONDS  372.4 Ada/Btr  AVAILABLE
Description x, 494 pages : illustrations ; 24 cm
Series Bradford books
Bradford book.
Contents Putting word recognition in perspective -- Reading words and meaning: from an age old problem to a contemporary crisis -- Why phonics -- Program comparisons -- Research on prereaders -- What needs to be taught -- Outside in models of reading: What skilled readers look like they do -- Analyzing the reading process: Orthographic processing -- Analyzing the reading process: use and uses of meaning -- Adding the phonological processor: How the whole system works together -- Thinking, learning and reading -- The nature of learning -- On the goals of print instruction: What do we want students to learn -- Learning how to read -- On teaching phonics first -- Phonological prerequisites: Becoming aware of spoken words, syllables and phonemes -- Learning about print -- To reading from writing
Summary "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."--BOOK JACKET
Notes Bradford book
Bibliography Includes bibliography and index
Notes Also available via the World Wide Web
Subject Reading readiness.
Reading -- United States.
Author University of Illinois at Urbana-Champaign. Center for the Study of Reading.
LC no. 89013716
ISBN 0262011123
0262510766 (paperback)