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.

Forward: How I Came to Know About Beginning to Read Introduction II Why Phonics? III What Needs to Be Taught? Hints from Skilled Readers IV Thinking, Learning, and Reading V Learning How to Read VI Summary and Conclusion

Marilyn Jager Adams is a Senior Scientist at Bolt Beranek and Newman Inc. She was Principal Author and Curriculum Coordinator/Editor for the five-volume classroom instruction series, Odyssey: A Curriculum for Thinking.

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