By Marilyn Jager Adams
Starting to learn reconciles the controversy that has divided theorists for a long time over the "right" strategy to aid little ones learn how to learn. Drawing on a wealthy array of study at the nature and improvement of analyzing talent, Adams indicates educators that they want no longer stay trapped within the phonics as opposed to teaching-for-meaning difficulty. She proposes that phonics can interact with the entire language method of educating examining and offers an built-in therapy of the information and procedure concerned with skillful examining, the problems surrounding their acquisition, and the results for examining instruction.A Bradford publication
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Extra info for Beginning to Read: Thinking and Learning about Print
To get one more angle on the issue, Chall examined all of the studies she could find on the correlation between letter or phonic knowledge and reading achievement. A strong, positive 8. Debate over the appropriate interpretation of these studies continues even today but not without firm rebuttal from Chall. , Carbo (1988) versus Chall (1989). < previous page page_38 If you like this book, buy it! next page > < previous page page_39 next page > Page 39 correlation was reported in every one. For both young readers and prereaders, familiarity with letters and sensitivity to the phonetic structure of oral language were strong predictors of reading achievementstronger, in fact, than IQ.
It even seemed surprisingly independent of class size or organization. More than anything else, student engagement depended on the atmospherethe momentum, support, and expectationscreated by the classroom teacher. To Chall's senses the most weighty variable on this dimension was pace. It was the teacher's ability to stay tuned to that delicate interval between ease and difficulty for the students and to keep the instruction within it. She additionally observed that interest and effort tended to wane when the children were left to unmonitored seatwork, especially with workbooks and worksheets.
In particular, each of these categories of evidence suggests that students must appreciate the alphabetic principle to become proficient readers: They must acquire a sense of the correspondences between letters and sounds upon which it is based. Before beginning, a cautionary note is in order. " However critical letter-to-sound correspondences may be, they are not enough. To become skillful readers, children need much more. We return to questions of what else may be beneficial or necessary in later chapters.
Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams