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 read-ing, the issues surrounding their acquisition, and the implications for reading instruction. "A provocative and scholarly treatise.. [Adams's] arguments are carefully drawn and her evidence clearly identified; her conclusions cannot be easily dismissed." —Roger Farr, Curriculum Studies on

ISBN: 9780262510769