Beginning to Read

Thinking and Learning about Print

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

Table of Contents

  1. Foreword

    P. David Pearson

  2. Acknowledgments
  3. 1. Putting Word Recognition in Perspective
  4. 2. Reading Words and Meaning: From an Age-Old Problem to a Contemporary Crisis
  5. 3. Program Comparisons (And, by the Way, What Is Phonics?)
  6. 4. Research on Prereaders
  7. 5. Outside-In Models of Reading: What Skilled Readers Look Like They Do
  8. 6. Analyzing the Reading Process: Orthographic Processing
  9. 7. Analyzing the Reading Process: Use and Uses of Meaning
  10. 8. Adding the Phonological Processor: How the Whole System Works Together
  11. 9. The Nature of Learning (Words or Otherwise)
  12. 10. On the Goals of Print Instruction: What Do We Want Students to Learn?
  13. 11. On Teaching Phonics First
  14. 12. Phonological Prerequisites: Becoming Aware of Spoken Words, Syllables, and Phonemes
  15. 13. Learning about Print: The First Steps
  16. 14. To Reading from Writing
  17. 15. The Proper Place of Phonics
  18. Afterword

    Dorothy Strickland and Bernice Cullinan

  19. References
  20. Name Index
  21. Subject Index