ABSTRACT
In this chapter, I encourage you to write your definition of reading, I pre-
sent my definition of reading, I present Karen’s definition of reading, and I
discuss the definitions offered by other researchers. Then I suggest some
ways in which learning phonics in Karen’s classroom contributes to her
students’ definitions of reading and writing. The definition of phonics in
the program Karen is using is discussed late in this chapter, but I hope
you’ll think about that definition as you reflect on chapter 2 and as you
read what follows.
