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Beginning to read : thinking and learning about print / Marilyn Jager Adams.

By: Material type: TextTextPublisher: Cambridge, Mass. : MIT Press, [1990]Copyright date: ©1990Description: x, 494 pages ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0262011123
  • 9780262011129
Subject(s): DDC classification:
  • 372.4
LOC classification:
  • LB1050 .A258 1990
Contents:
Foreword -- Acknowledgments -- Pt. I. Introduction -- Ch. 1. Putting Word Recognition in Perspective -- Ch. 2. Reading Words and Meaning: From an Age-Old Problem to a Contemporary Crisis -- Pt. II. Why Phonics? -- Ch. 3. Program Comparisons (And, by the Way, What is Phonics?) -- Ch. 4. Research on Prereaders -- Pt. III. What Needs to Be Taught? Hints from Skilled Readers -- Ch. 5. Outside-In Models of Reading: What Skilled Readers Look Like They Do -- Ch. 6. Analyzing the Reading Process: Orthographic Processing -- Ch. 7. Analyzing the Reading Process: Use and Uses of Meaning -- Ch. 8. Adding the Phonological Processor: How the Whole System Works Together -- Pt. IV. Thinking, Learning, and Reading -- Ch. 9. The Nature of Learning (Words or Otherwise) -- Ch. 10. On the Goals of Print Instruction: What Do We Want Students to Learn? -- Pt. V. Learning How to Read -- Ch. 11. On Teaching Phonics First -- Ch. 12. Phonological Prerequisites: Becoming Aware of Spoken Words, Syllables, and Phonemes -- Ch. 13. Leaning about Print: The First Steps -- Ch. 14. To Reading from Writing -- Pt. VI. Summary and Conclusion -- Ch. 15. The Proper Place of Phonics -- Afterword -- References -- Name Index -- Subject Index.
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"A Bradford book.".

Includes bibliographical references (pages 433-473) and index.

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

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