Beginning to Read: Thinking and Learning about Print

(Paperback)

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Description

This work reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus reaching-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.

Reviews

"This book is destined to become a classic work on earlyreading instruction." Judith A. Bowey, Quarterly Journal ofExperimental Psychology

Author Bio

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.