Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)

This book serves as a resource for teachers who want to implement a whole language curriculum. More than half of the material in this second edition is new. The first half of the book updates and revises the discussion of the reading process presented in the first edition while retaining the "think-it-through-yourself" format. The…

Defines the notion of literacy scaffold and explains why literacy scaffolding applies to both first- and second-language learners. Offers criteria for teachers to apply in developing scaffolds. Illustrates the model with scaffolding activities used with elementary children, emphasizing the kinds of social contexts that optimize learning. (MG)