Synopsis
Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read.
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About the Author
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.
From the Back Cover
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.
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Beginning to Read Thinking and
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Beginning to Read Thinking and
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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Beginning to Read: Thinking and Learning about Print
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