Home Education Training • Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams

Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams

By Marilyn Jager Adams

Starting to learn reconciles the controversy that has divided theorists for a long time over the "right" solution to aid teenagers discover ways to learn. Drawing on a wealthy array of study at the nature and improvement of examining skillability, Adams indicates educators that they want now not stay trapped within the phonics as opposed to teaching-for-meaning difficulty. She proposes that phonics can interact with the complete language method of instructing analyzing and gives an built-in remedy of the information and technique inquisitive about skillful analyzing, the problems surrounding their acquisition, and the consequences for examining instruction.A Bradford publication

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Its design and progression was to be based on the growing child's nature and needs. From the 1930s and 1940s, major programs on beginning reading became squarely focused on comprehension. Words were introduced through meanings firstto be recognized holistically by sight. When straight recognition failed, the children were encouraged to rely on context and pictures, to narrow in on the word's identity through meaning-based inference. 28 Had we let go of a good thing? Flesch argued that we had. Pointing out that written English is alphabetic and thus "phonetic" by definition, he continued that for English, as for any other alphabetic language, phonic instruction is the only natural system of learning how to read: Teach the children the identities of the letters, teach them the sounds that each represents, and teach them by having them 26.

The charge of this group was to identify those aspects of reading that were most in need of research. Clearly there was desperate need for research on how best to teach beginning reading. Just as clearly this issue was an extremely difficult one. The task was relegated to a subcommittee of which Chall was a member (along with Ralph Staiger and James Soffietti). The product of this subcommittee was a plan: What was needed was a large-scale cooperative experiment, one that, through proper design and control, could evaluate the issues of whether some approaches to beginning reading were more effective than others.

Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it's said like bed, not bead For goodness' sake don't call it "deed"! ) A moth is not a moth in mother Nor both in bother, broth in brother, And here is not a match for there Nor dear and fear for bear and pear, And then there's dose and rose and lose Just look them upand goose and choose, And cork and work and card and ward, And font and front and word and sword, And do and go and thwart and cart Come, come, I've hardly made a start!

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