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Binding: PaperbackDewey Decimal Number: 372 EAN: 9780262510769 ISBN: 0262510766 Label: The MIT Press Manufacturer: The MIT Press Number Of Items: 1 Number Of Pages: 504 Publication Date: February 03, 1994 Publisher: The MIT Press Studio: The MIT Press Related Items:
Browse for similar items by category: Click to Display Editorial Review: Product Description: 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 Average Rating:
 Rating: - Good investigation of readingAdams' text is seminal in the field of literacy, especially early literacy. Of course, originally published in 1990, the text is slightly out-dated, especially considering the vast body of educational and psychological research which has emerged in the past 18 years. However, as a seminal text, its influence is quite profound. The only reason it's marked a four instead of five is that Adams forgets that phonics is part of whole language (see Weaver's and Goodman's research and texts on reading) ... Read More Rating:  - In Depth Study of Reading If you are a reading teacher that is interested in learning how chldren learn to read and what methods work best, this is a fantastic book. Every possible variable is objectively broken down and examined. I learned more about teaching reading from this book than any other book I've read. Rating: - A summary is available.I have 30 years of experience as an educator in the area of indigenous education. This is a wonderful and exciting book for educators and researchers, who are used to the technical terminology and academic genre, but for teachers and parents, a 148-page summary of the book has been published, which is not an easy-reading style, but is beautifully written. Unfortunately it is out of print, but it is listed on Amazon.com, and sometimes it might be available used. This unabridged version was comissioned ... Read More Rating:  - Academic Review Of Reading That Is Not Fun To Read This book contains gems: there is no question about that. The `reading-literacy' project was given solid funding by the government and Ms. Adams has done a superlative job of surveying the literature and coming up with reasonable conclusions. That said, there is a problem. And the problem is that "Beginning to Read" was written for bureaucrats. The straightforward language we might expect from an educator and researcher is therefore made obscure, obtuse, and overly `officious'. [No ... Read More Rating: - Brilliant reviewThis book offers a wealth of information about reading development. It is a terrific source, as well for the scientist, as for the interested layman. Although it is biased toward the Seidenberg and McClelland model, the wealth of empirical data is more than compensating. It is an heroic attemt to synthesize different viewpoints. 
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