Beginning to Read: Thinking and Learning about PrintBeginning 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 |
Chapter 6 | 107 |
Use and Uses of Meaning | 137 |
Chapter 8 | 157 |
Chapter 12 | 248 |
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 | 435 |
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Common terms and phrases
ability activities alphabetic principle approach asked associations attention automatically basal basal reader basic beginning reading blending Chall child classroom cognitive comprehension consonant Context processor contrast decoding depends difficulty digraphs Distar Dyslexia Education Ehri example familiar words frequent grade graphemic important individual letters individual words interpretation invented spelling knowledge language learning to read letter names letter recognition letter-sound correspondences Liberman linguistic literacy logograms logographic Meaning processor meaningful memory Moreover morphemic Nesdale onsets and rimes Orthographic processor overlearned percent Perfetti phonemic awareness phonic instruction phonograms phonological awareness Phonological processor phonological translation predictor prereaders preschool print awareness produce pronunciation pseudowords reading achievement reading instruction recognize relatively response rhyme seems Seidenberg sentences sequences silent letters skilled readers sounds speech speed spellers spelling patterns spelling-sound Stanovich studies syllables symbols taught teacher teaching Treiman Tunmer understand units visual vocabulary vowels whole words word recognition