Books: Beginning to Read

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	Feb 1994
	ISBN 0262510766
	504 pp.
	10 illus.

Beginning to Read

Marilyn Jager Adams

"This book is destined to become a classic work on early reading instruction."
-- Judith A. Bowey, Quarterly Journal of Experimental Psychology

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.

Table of Contents

		Foreword by P. David Pearson
		Acknowledgments
I		Introduction
1		Putting Word Recognition in Perspective
2		Reading Words and Meaning: From an Age-Old Problem to a Contemporary Crisis
II		Why Phonics?
3		Program Comparisons (And, by the Way, What Is Phonics?)
4		Research on Prereaders
III		What Needs to Be Taught? Hints from Skilled Readers
5		Outside-In Models of Reading: What Skilled Readers Look Like They Do
6		Analyzing the Reading Process: Orthographic Processing
7		Analyzing the Reading Process: Use and Uses of Meaning
8		Adding the Phonological Processor: How the Whole System Works Together
IV		Thinking, Learning, and Reading
9		The Nature of Learning (Words or Otherwise)
10		On the Goals of Print Instruction: What Do We Want Students to Learn?
V		Learning How to Read
11		On Teaching Phonics First
12		Phonological Prerequisites: Becoming Aware of Spoken Words, Syllables, and Phonemes
13		Learning about Print: The First Steps
14		To Reading from Writing
VI		Summary and Conclusion
15		The Proper Place of Phonics
		Afterword by Dorothy Strickland and Bernice Cullinan
		References
		Name Index
		Subject Index

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