| 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.
|
|
Reading.
|
| Author |
University of Illinois at Urbana-Champaign. Center for the Study of Reading.
|
| LC no. |
89013716 |
| ISBN |
0262011123 |
|
0262510766 (paperback) |
|
