Beginning To Read: Thinking and Learning about Print.

Autor/in	Adams, Marilyn Jager
Institution	Massachusetts Inst. of Tech., Cambridge.
Titel	Beginning To Read: Thinking and Learning about Print.
Quelle	(1990), (494 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-262-01112-3
Schlagwörter	Beginning Reading; Educational Trends; Literature Reviews; Phonics; Primary Education; Reading Instruction; Reading Readiness; Reading Research; Research Utilization; State of the Art Reviews; Theory Practice Relationship; Whole Language Approach + Suchen Sie Ihr Suchwort? Erstleseunterricht; Bildungsentwicklung; Primarbereich; Leseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Leseforschung; Forschungsumsetzung; Entwicklungsstand; Theorie-Praxis-Beziehung; Integrierter Sprachunterricht
Abstract	Drawing on an array of research on the nature and development of reading proficiency, this book argues that educators need not remain trapped in the phonics versus teaching-for-meaning dilemma and offers instructional alternatives. The book proposes that phonics can work together with the whole language approach to reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. Developing the new connectionist theory as it relates to reading and its acquisition, the book underscores the automatic nature of print perception in skillful readers, while contrasting it with the attentive thought required for conceptual learning and understanding. The book reviews the history of the debate over approaches to reading instruction as well as the research on their effectiveness. The book stresses the importance of preschool language and literacy experiences and includes descriptions of those that will best prepare children for reading instruction. (Forty pages of references are attached.) (RS)
Anmerkungen	The MIT Press, 55 Hayward St., Cambridge, MA 02142 ($29.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC