1994 BeginningToRead

Subject Headings: Reading Ability, Reading Task.

Notes

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.

… What is the function of the Phonological processor? Why is it there? One capability it supports is that of reading aloud with fluency. …

… We must not, however, overlook the second condition on which strong correlation depends. Specifically, performance on each measure must range broadly: There must be some people who get high scores on each measure, and some who get low scores. For example, across all children, the correlation between reading ability and number of years of schooling should be quite strong. Reading ability may range from none to great proficiency; years of schooling may range from one to twelve or more; and in general child with more schooling do read better. In contrast, no significant correlation is expected between reading ability and letter-naming accuracy among college students. The reason is that student's letter naming scores should be all but identical in this case, perfect. [Even second graders are fond to be so uniformly capable of naming individual letters that this task cease to be a useful index of their reading ability (Walsh, price, and Gillingham, 1988)],

	Author	volume	Date Value	title	type	journal	titleUrl	doi	note	year
1994 BeginningToRead	Marilyn Jager Adams			Beginning to read: thinking and learning about print			http://books.google.com/books?id=P Hk7-n8i1AC			1994