What Does Marilyn Adams Teach Literacy

Marilyn Adams was born on December 14, 1948. She holds a PhD from Brown University in Cognitive and Development Psychology. She is a renowned author of children’s book with several scholarly papers, books and instructional materials. Her published credits include two landmark books- “Beginning to Read: Thinking and Learning about print and Phonemic Awareness in young children” and The Challenge of Advanced Prints: The Interdependence of Reading and Learning. Presently Dr. Adams is a visiting Professor in the Cognitive and Linguistics department, Brown University and an Adjunct Professor at Stavanger College, Norway. Prior to this time she has held several positions both in the public and private sectors. In 1998, she chaired the Planning Committee for the National Academy of Science Report, Preventing Reading difficulties in young Children.

Prior to her approach, there exists two viewpoints on teaching literacy to young people. The first viewpoint favors using the phonic and meaning method which relies on skills and drills methods. While the second viewpoints opposes this method. In their views, the use of phonics in teaching literacy has an adverse effect on children’s ability to learn. They opined that students should be encouraged and taught to read for meaning. This would developed their literacy skills. The mixed or balanced approach combines both methods. It emphasizes the importance of drills and reading for meaning to teach literacy with little modification. The method argues that structured phonics are essential for literacy education however, it should be child friendly. This promotes thinking and learning about printed words. The ability to read is very significant in the teaching and learning process because it is the building block of education. If an individual understands written texts, it reduces struggle not only in English but in all the other subjects as