ISBN-10:
0137147961
ISBN-13:
2900137147969
Pub. Date:
04/11/2008
Publisher:
Allyn & Bacon, Inc.
Reading and Learning to Read / Edition 7

Reading and Learning to Read / Edition 7

by Jo Anne L. VaccaJo Anne L. Vacca
Current price is , Original price is $143.87. You

Temporarily Out of Stock Online

Please check back later for updated availability.

Temporarily Out of Stock Online

Overview

With a focus on helping elementary reading teachers master teaching skills that will help all children succeed, Reading and Learning to Read includes philosophies, teaching strategies, and assessment practices reflecting and underscoring the concepts of evidence-based reading research and data-driven decision-making. The new 10th Edition is completely up to date; integrates the 2017 ILA Standards and Common Core State Standards (CCSS) initiative throughout the text; features the English Language Arts (ELA) standards respectively as they relate to the content in each chapter; and continues the focus on the applications of technology to literacy instruction, including new coverage of how transliteracies are transforming the way children comprehend and express their understanding of the world.

Also available with Revel

Revel™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience—for less than the cost of a traditional textbook.

Note: You are purchasing a standalone product; Revel does not come packaged with this content. Students, if interested in purchasing this title with Revel, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.

If you would like to purchase both the physical text and Revel, search for:

0134996984 / 9780134996981 Revel Reading & Learning to Read Access Card Package, 10/e

Package consists of:

  • 0134447735 / 9780134447735 Reading & Learning to Read, 10e — Revel Access Card
  • 0134894642 / 9780134894645 Reading & Learning to Read, 10e

Product Details

ISBN-13: 2900137147969
Publisher: Allyn & Bacon, Inc.
Publication date: 04/11/2008
Series: MyEducationLab Series
Edition description: Older Edition
Pages: 624
Product dimensions: 6.50(w) x 1.50(h) x 9.50(d)

About the Author

Richard and Jo Anne Vacca are professors emeriti in the School of Teaching, Leadership, and Curriculum Studies in the College and Graduate School of Education, Health, and Human Services at Kent State University. They met as undergraduate English majors at SUNY–Albany and have been partners ever since. Jo Anne taught middle school language arts in New York and Illinois and received her doctorate from Boston University. Rich taught high school English and earned his doctorate at Syracuse University. He is a past president of the International Reading Association. The Vaccas have a daughter, Courtney; son-in-law, Gary; and grandsons, Simon, Max, and Joe. They volunteer, golf, and walk their toy poodles, Tiger Lily, Gigi, and Joely, in Vero Beach, Florida.

Mary Gove is an associate professor at Cleveland State University in the graduate literacy education program and served as a co-author on the early editions of Reading and Learning to Read. Her research interests include action research and how teachers’ beliefs about teaching and learning influence classroom practice and teacher efficacy. Dr. Gove has also presented papers at various conferences and seminars worldwide. A recent area of focus for Dr. Gove has been ecological critical literacy (ECL), an approach to enhance how we read and critically think about published and broadcasted information about the present environmental depletion of natural resources.

Linda Burkey is a professor of education at the University of Mount Union in Alliance, Ohio. She is also the current appointee of the endowed Lester D. Crow Professorship in Education. Dr. Burkey teaches courses in the areas of reading methods, reading assessment, and special education. Prior to receiving her Ph.D. from Kent State University, Dr. Burkey taught special and elementary education. Her areas of interest in research include reading assessment and adolescent literacy. Dr. Burkey enjoys traveling and spending time with her family. She is a proud grandmother of Maura, Aubrey, and Ryan.

Lisa Lenhart is a professor of literacy in the College of Education at The University of Akron. She works with doctoral students and is the director of the Center for Literacy. As a former elementary school teacher and Title I reading teacher, Dr. Lenhart focuses her scholarship on early literacy development and has co-written several books, including Oral Language and Early Literacy in Preschool and Early Literacy Materials Selector (ELMS): A Tool for Review of Early Literacy Program Materials. Dr. Lenhart received her PhD from Kent State University. In her free time, Dr. Lenhart enjoys hiking and reading. She is the mother of young adult daughters, Hannah and Emma.


Christine McKeon is a professor of early and middle childhood reading education at Walsh University in North Canton, Ohio. She holds a Ph.D. from Kent State University where she studied under the mentorship of Drs. Rich and Jo Anne Vacca. Chris is a former second-grade teacher and Title I reading teacher, as well as high school reading teacher. She is a former co-editor of the Ohio Reading Teacher, an IRA-affiliated professional journal. She has also authored and co-authored numerous professional literacy articles and chapters in contemporary professional publications. Dr. McKeon's current interests focus on technology and new literacies. She is especially grateful to her son, Jimmy, for designing the cover for the tenth edition of Reading and Learning to Read!

Table of Contents

Brief Contents

Chapter 1 Knowledge and Beliefs about Reading 1

Chapter 2 Approaches to Reading Instruction 31

Chapter 3 Meeting the Literacy Needs of Diverse Learners 52

Chapter 4 Foundations of Language and Literacy 76

Chapter 5 Assessing Reading Performance 112

Chapter 6 Word Identification 150

Chapter 7 Reading Fluency 187

Chapter 8 Vocabulary Knowledge and Concept Development 212

Chapter 9 Comprehending Narrative Text 246

Chapter 10 Comprehending Informational Text 275

Chapter 11 Reading—Writing Connections 311

Chapter 12 Bringing Children and Text Together 342

Chapter 13 Instructional Materials 369

Table of Contents

Features xii

Preface xiv

1 Knowledge and Beliefs About Reading 1

The Importance of Belief Systems 4



Different Beliefs, Different Instructional Decisions 5





Differing Instructional Decisions 5



Reading Instruction and Teachers’ Belief Systems 7



National Initiatives 7



Teacher Preparation 9



Transliteracy 9



Multiple Approaches to Reading Instruction 11

How Teachers Come to Know About Reading and Learning to Read 13



Constructing Personal Knowledge 13



Constructing Practical Knowledge 14



Constructing Professional Knowledge and Expertise 14

Perspectives on Learning to Read 16



Cognitive Insights into Reading and Learning to Read 17





The Alphabetic Principle and Learning to Read 17





Schema Theory and Reading Comprehension 19





Metacognition and Learning 20



Reading from a Language Perspective 22





Psycholinguistics and Reading 23





Sociolinguistics and Reading 24

Models of Reading 25



Bottom-Up Models 26



Top-Down Models 27





Interactive Models 28

RTI for Struggling Readers 28

What About: Standards, Assessment, and Knowledge and Beliefs about Reading? 29



Summary 29



Teacher Action Research 29



Through the Lens of the Common Core 30

2 Approaches to Reading Instruction 31

Belief Systems and Approaches to Literacy Instruction 33



Beliefs About Reading 34

Curriculum Perspectives 36



Bottom-Up Curricula 38





Readers and Textbooks 38



Top-Down Curricula 38





Classroom Conditions for Learning 40



Instructional Approaches 41





The Basal Reading Approach 42





The Language-Experience Approach 42





Literature-Based Instruction Approaches 43





Technology-Based Instruction 44







Technology-Based Instructional



Considerations 45



Individualizing Instruction 46



The Integrated Approach 47



Expertise Matters More than Approach 47

RTI for Struggling Readers 49

What About: Standards, Assessment, and Approaches to Reading Instruction? 50





Summary 50





Teacher Action Research 50





Through the Lens of the Common Core 51

3 Meeting the Literacy Needs of Diverse Learners 52

Linguistic Diversity in Literacy Classrooms 54



Instructional Beliefs About Linguistic Diversity 55



Instructional Principles for Students Speaking Diverse Languages and Dialects 55



Instructional Strategies for Students Speaking Diverse Languages 57





Sheltered English Adaptations 57





Instructional Conversations 58





Response Protocol 58





Wordless Books 59





Content Area Practices 60



Dialects 61





Code-Switching 61





Dialectical Miscues 62

Cultural Diversity in Literacy Classrooms 62



Instructional Beliefs About Cultural Diversity 62



Instructional Principles for Students from Diverse Cultures 64



Instructional Strategies for Culturally Diverse Students 64





Determining Cultural Expectations 64





Background Knowledge and Motivation 64





Using Culturally Responsive Read-Alouds 65





Choosing Quality Multicultural Literature 65





Fostering Ethnic, National, and Global Identification 66





Technology-Enhanced Instruction 66

Academic and Cognitive Diversity in Literacy Classrooms 67



Instructional Beliefs About Academic and Cognitive Diversity 67



Instructional Principles for Academic and Cognitive Diversity 68





Inclusion 68





Curriculum Compacting 69





Differentiated Instruction 69



Instructional Strategies for Students with Diverse Academic and Cognitive Abilities 70





Multisensory Phonics Strategies 70





Technology-Based Diagnostic Strategies 70





Inquiry Learning 71





Transliteracies 71

RTI for Struggling Readers 73

What About: Standards, Assessment, and Diversity? 74



Summary 74



Teacher Action Research 74



Through the Lens of the Common Core 75

4 Foundations of Language and Literacy 76

Literacy Development 78



How Oral Language Develops 78



How Reading Develops 80





Phase 1: Awareness and Exploration 80





Phase 2: Experimental Reading and Writing 80





Phase 3: Early Reading and Writing 81





Phase 4: Transitional Reading and Writing 81





Phase 5: Independent and Productive Reading and Writing 81



How Writing Develops 82





The Importance of Scribbling 82



Oral Language and Vocabulary 85



Phonological Awareness 86



Alphabet Knowledge 86



Developmental Writing 86



Print Knowledge 87

Literate Learning Environments 87



Creating Literate Learning Environments at Home 87



Creating Literate Environments in the Classroom 88





Design of the Classroom Environment 88





Literacy-Related Play Centers 90

Facilitating Language and Literacy 92



Learning About Literacy Through Books 92



Storybooks 92



Nonfiction Books 93



Big Books 94



E-Books 94



Class-Made Books 96



Steps to Follow in Producing Language-Experience Stories 97





Having Students Dictate Stories 97

Learning About the Relationships Between Speech and Print 99

Learning About Features of Written Language 100

Learning About Letters and Sounds 100



Recognizing Letters 101



Phonological Awareness 102



Phonemic Awareness 102





Developing Phonemic Awareness in Children 103

Assessing Language and Literacy in Young Children 105



Assessing Print Knowledge 106



Assessing Alphabet Knowledge 106



Assessing Phonological Awareness and Phonemic Awareness 107



Assessing Developmental Writing 109

RTI for Struggling Readers 109

What About: Standards, Assessment, and Beginning Readers and Writers? 110



Summary 110



Teacher Action Research 111



Through the Lens of the Common Core 111

5 Assessing Reading Performance 112

Toward a Collaborative Framework for Decision Making 114

Trends in Assessment 115



High-Stakes Testing 116



Authentic Assessment 118



Technology in Assessment 120

Formal Assessment 121



Standardized Tests 121





Types of Test Scores 122





Types of Tests 123





Uses of Standardized Test Results 124



Criterion-Referenced Tests 125

Informal Assessment 126



Informal Reading Inventories 126





Administering an IRI 127





Recording Oral Reading Errors 127





Determining Reading Levels 128



Analyzing Oral Reading Miscues 129



Running Records 133





Administering a Running Record 134





Analyzing Running Records 135



Kidwatching While Teaching 137





Anecdotal Notes 138





Checklists 139





Interviewing 140



Other Informal Assessments 141

Portfolio Assessment 142



Essential Elements of Portfolios 143



Implementing Portfolios in the Classroom 143

Assessment Today and Tomorrow 145

RTI for Struggling Readers 147

What About: Standards, Assessment, and Reading Performance? 147



Summary 148



Teacher Action Research 148



Through the Lens of the Common Core 149

6 Word Identification 150

Defining Word Identification 152

Phases of Development in Children’s Ability to Identify Words 154

Approaches and Guidelines for Teaching Phonics 156



Traditional Approaches 157





Analytic Phonics Instruction 157





Synthetic Phonics Instruction 157





Syllables 158



Contemporary Approaches 159





Analogy-Based Phonics Instruction 160





Embedded Phonics Instruction 160





Guidelines for Contemporary Phonics Instruction 161

Strategies for Teaching Phonics 162



Consonant-Based Strategies 162





Multisensory Activities 162





Consonant Substitution 163





Flip Books 163





Making Words 163





Word Ladders 164





Cube Words 164



Analogic-Based Strategies 165





Poetry 166





Making and Writing Words Using Letter Patterns 166



Spelling-Based Strategies 166





Word Banks 166





Word Walls 167





Word Sorting 167

Using Meaning and Letter–Sound Information to Identify Words 168



Strategies for Teaching Context 168





Cloze Passages 169





Cloze with Choices Given 169





Guessing Games 170





Semantic Gradients and Context Clues 170



Cross-Checking and Self-Monitoring Strategies 171

Using Structural Analysis to Identify Words 173



Strategies for Teaching Structural Analysis 173





Word Study Notebook 173





Wall Chart Carousel 174





Compound Word Cups 174





Contraction Search 174

Rapid Recognition of Words 175



High-Frequency Words 175



Teaching Function Words 178





Incremental Rehearsal 178





Language-Experience Strategy 178





Word Walls 179





Environmental Print 179





Word Games 179





Literature and Poetry 179



Teaching Key Words 179





Group Activities with Key Words 179

Organizing Word Identification Instruction 180



Principle 1 180



Principle 2 181



Principle 3 181

Balancing Word Identification Instruction 182

RTI for Struggling Readers 184

What About: Standards, Assessment, and Word Identification? 184



Summary 185



Teacher Action Research 186



Through the Lens of the Common Core 186

7 Reading Fluency 187

Defining Oral Reading Fluency 189



Accuracy in Word Decoding 190



Automatic Processing 191



Prosody 191



Predictability of Reading Materials 192

Developing Oral Reading Fluency 192



Strategies for Groups of Students 194





Choral Reading 194





Echo Reading 195





Fluency-Oriented Reading Instruction (FORI) 195





Reader’s Theater 196





Fluency Idol 198



Strategies for Pairs and Individual Students 198





Repeated Readings 198





Paired Repeated Readings 199





The Fluency Development Lesson 200





Peer Tutoring 201





Automated Reading 201





The Oral Recitation Lesson 202



Involving Parents 203





What Parents Can Do to Help at Home 204

Assessing Oral Reading Fluency 205



Accuracy and Automaticity 205



Prosody 206

Silent Reading Fluency 208



Developing Silent Reading Fluency 208

RTI for Struggling Readers 210

What About: Standards, Assessment, and Reading

Fluency? 210



Summary 211



Teacher Action Research 211



Through the Lens of the Common Core 211

8 Vocabulary Knowledge and Concept Development 212

The Relationship Between Vocabulary and Comprehension 215

Experiences, Concepts, and Words 216



Words as Labels for Concepts 217



Words and Concepts: A Closer Look 218



Class, Example, and Attribute Relationships 219

Principles to Guide Vocabulary Instruction 221



Principle 1: Select Words That Children Will Encounter While Reading Text and Content Material 221





Key Words 221





Useful Words 222





Interesting Words 222





Vocabulary-Building Words 222



Principle 2: Teach Words in Relation to Other Words 222



Principle 3: Teach Students to Relate Words to Their Background Knowledge 223



Principle 4: Teach Words in Prereading Activities to Activate Knowledge and Use Them in Postreading

Discussion, Response, and Retelling 224



Principle 5: Teach Words Systematically and in Depth 225



Principle 6: Awaken Interest in and Enthusiasm for Words 226

Best Practice: Strategies for Vocabulary and Concept Development 227



Relating Experiences to Vocabulary Learning 228



Using Context for Vocabulary Growth 228



Developing Word Meanings 229





Synonyms 229





Antonyms 230





Words with Multiple Meanings 231



Classifying and Categorizing Words 231





Word Sorts 232





Categorization 233





Concept Circles 233





Semantic Mapping 234





Analogies 235





Paired-Word Sentence Generation 237



Developing Word Meanings Through Stories and Writing 237





Semantic Analysis to Writing 238





Predictogram 240



Developing Independence in Vocabulary Learning 240





Dictionary Usage 241





Self-Selection Strategy 242





Word Knowledge Rating 242

RTI for Struggling Readers 243

What About: Standards, Assessment, and Vocabulary

Development? 244



Summary 244



Teacher Action Research 245



Through the Lens of the Common Core 245

9 Comprehending Narrative Text 246

Developing Readers’ Awareness of Story Structure 248



Elements in a Story 249



Mapping a Story for Instructional Purposes 249



Building a Schema for Stories 251





Read, Tell, and Perform Stories in Class 251





Show Relationships Between Story Parts 251





Reinforce Story Knowledge Through Instructional Activities 251

Scaffolding the Development and Teaching of Reading Comprehension Strategies 254



Active Comprehension and Asking Questions 255



Reciprocal Questioning (ReQuest) 258



Question–Answer Relationships (QARs) 259



Questioning the Author (QtA) 260



Close Reading 263



Reciprocal Teaching 265



Think-Alouds 265

Guiding Interactions Between Reader and Text 267



Directed Reading–Thinking Activity 267



Discussion Webs 268



Text Connections 270





Text-to-Self 270





Text-to-Text 270





Text-to-World 270



Technology and Twenty-First-Century Reading Comprehension Skills 271

RTI for Struggling Readers 272

What About: Standards, Assessment, and Reading Comprehension? 273



Summary 274



Teacher Action Research 274



Through the Lens of the Common Core 274

10 Comprehending Informational Text 275

What Is Informational Text, and What Makes It Challenging? 279



Factors in Judging the Difficulty of Textbooks and Other Informational Text 281





How Difficult Is the Text to Understand? 281





How Usable Is the Informational Text? 281





How Interesting Is the Informational Text? 282



Readability and Text Complexity 283

Organizing Informational Text Instruction 284



Informational Text Circles 284



Jigsaw 285





Jigsaw Strategy in an Elementary Classroom 286



Idea Sketches 287



Sticky-Note Folders 288

Using Literature and Nonfiction Trade Books Across the Curriculum 289



Benefits of Using Literature and Nonfiction Trade Books 290





Intense Involvement 291





Schema Building 291





Abilities and Interests 291





Vocabulary Building 292

Instructional Strategies for Engaging Students in Reading Informational Text Prior to Reading 293



Determining the Structure of Informational Text 293



Frame of Reference 295





Skimming 296



Organizers 296



Anticipation Guides 296



Brainstorming 297

Extending Content Learning Through Reading and Writing 298



Close Reading 298





Focus on Close Reading 298



KWL 299



Point-of-View Guides 300



Idea Circles 302



Curriculum-Based Reader’s Theater 302





Using Think-Alouds 303

Digital Literacy 305



Informational Text and the Internet 306



Internet Inquiry 306



Online Reading Comprehension Skills 307

RTI for Struggling Readers 307

What About: Standards, Assessment, and Content Area Texts? 308



Summary 309



Teacher Action Research 309



Through the Lens of the Common Core 310

11 Reading–Writing Connections 311

Relationships Between Reading and Writing 313



The Writing–Spelling Connection 314





Invented Spelling 314





Later Developmental Spelling Phases 315

Creating Environments for Reading and Writing 315



Encouraging Classroom Writing 316

Connecting Reading and Writing 318



Using Journals (and E-Mail Correspondence) for Written Conversation 319





Dialogue Journals 319





Buddy Journals 320





Electronic Mail (E-Mail) Conversations 320



Using Journals to Explore Texts 320





Double-Entry Journals 321





Reading Journals 323





Response Journals 323



Alternative Strategies That Motivate Students to Write 324





Gathering Ideas 324



Multigenre Projects 325





Writing Nonfiction 325





Plot Scaffolds 325

Organizing Writing Instruction 327



The Writing Process 327





Brainstorming 328





Drafting 328





Revising 328





Editing 329





Publishing 329



The Qualities of Exemplary Writing 331



The Writing Workshop 333





A Day in the Life of Our Writing Workshop 335



Guided Writing Instruction 335

Reading–Writing–Technology Connections 336



Electronic Text Production and Publishing 336



Online Communications 337



Online Resources for Writing 337

RTI for Struggling Readers 339

What About: Standards, Assessment, and Reading–Writing Connections? 339



Summary 340



Teacher Action Research 340



Through the Lens of the Common Core 341

12 Bringing Children and Text Together 342

Supporting a Community of Readers 344

Surrounding Children with Text 347



Selecting a Classroom Collection of Books 347





Choosing Classroom Texts 348





Determining Good Text 349





Text with Multicultural Perspectives 350





Designing the Classroom Library 351



Listening to Text 352





Choosing Texts to Read Aloud 352





Preparing to Read Aloud 353





Setting the Mood 353





Introducing the Story 354





Activities After Reading Aloud 354



Storytelling 354





Selecting the Story to Tell 354





Preparing a Story for Telling 355



Helping Students Select Books 356

Organizing for Text-Based Instruction 357



Core Books 357



Literature Units 358



Literature Circles 358





Student-Led Literature Circles: How and What to Share 359





Adapting Literature Circles for the



Primary Grades 360



Media Literacy 360





Integration of the Internet 361

Encouraging Responses to Text 362



Sparking Discussion with Book-Talks 364



Engaging in Free Response 364



Exploring Response Options in Literature Journals 365

RTI for Struggling Readers 366

What About: Standards, Assessment, and Text? 367



Summary 367



Teacher Action Research 368



Through the Lens of the Common Core 368

13 Instructional Materials 369

Basal Readers 372



A Look Back 372



Anatomy of Basal Readers 373





Student Books 374





Leveled Readers 374





Teacher’s Editions 374





Workbooks 375





Assessments 375





Technology and Online Learning 375





Intervention 376



Making Instructional Decisions with Basals 376

Trade Books 378



The Case for Trade Books 378



Leveling Trade Books 379

Technology 379



Electronic Books 381



Online Games 382



Online Word Processors 382



Apps 382

Evaluating Reading Materials 383

RTI for Struggling Readers 386

What About: Standards, Assessment, and Instructional Materials? 387



Summary 387



Teacher Action Research 387



Through the Lens of the Common Core 388

Appendix A Beliefs About Reading Interview 389

Appendix B Text and Phonics 394

Appendix C Recommended Books for

Multicultural Reading Experiences 395

Glossary 401

References 408

Name Index 428

Subject Index 433

Customer Reviews