Reading and Learning to Read
, by Vacca, Jo Anne L.; Vacca, Richard T.; Gove, Mary K.; Burkey, Linda C.; Lenhart, Lisa A.; McKeon, Christine A.
- ISBN: 9780134894645 | 0134894642
- Cover: Paperback
- Copyright: 2/28/2018
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.
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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!
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
How Teachers Come to Know About Reading and Learning to Read 13
Perspectives on Learning to Read 16
Models of Reading 25
RTI for Struggling Readers 28
What About: Standards, Assessment, and Knowledge and Beliefs about Reading? 29
2 Approaches to Reading Instruction 31
Belief Systems and Approaches to Literacy Instruction 33
Curriculum Perspectives 36
RTI for Struggling Readers 49
What About: Standards, Assessment, and Approaches to Reading Instruction? 50
3 Meeting the Literacy Needs of Diverse Learners 52
Linguistic Diversity in Literacy Classrooms 54
Cultural Diversity in Literacy Classrooms 62
Academic and Cognitive Diversity in Literacy Classrooms 67
RTI for Struggling Readers 73
What About: Standards, Assessment, and Diversity? 74
4 Foundations of Language and Literacy 76
Literacy Development 78
Literate Learning Environments 87
Facilitating Language and Literacy 92
Learning About the Relationships Between Speech and Print 99
Learning About Features of Written Language 100
Learning About Letters and Sounds 100
Assessing Language and Literacy in Young Children 105
RTI for Struggling Readers 109
What About: Standards, Assessment, and Beginning Readers and Writers? 110
5 Assessing Reading Performance 112
Toward a Collaborative Framework for Decision Making 114
Trends in Assessment 115
Formal Assessment 121
Informal Assessment 126
Portfolio Assessment 142
Assessment Today and Tomorrow 145
RTI for Struggling Readers 147
What About: Standards, Assessment, and Reading Performance? 147
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
Strategies for Teaching Phonics 162
Using Meaning and Letter–Sound Information to Identify Words 168
Using Structural Analysis to Identify Words 173
Rapid Recognition of Words 175
Organizing Word Identification Instruction 180
Balancing Word Identification Instruction 182
RTI for Struggling Readers 184
What About: Standards, Assessment, and Word Identification? 184
7 Reading Fluency 187
Defining Oral Reading Fluency 189
Developing Oral Reading Fluency 192
Assessing Oral Reading Fluency 205
Silent Reading Fluency 208
RTI for Struggling Readers 210
What About: Standards, Assessment, and Reading
Fluency? 210
8 Vocabulary Knowledge and Concept Development 212
The Relationship Between Vocabulary and Comprehension 215
Experiences, Concepts, and Words 216
Principles to Guide Vocabulary Instruction 221
Best Practice: Strategies for Vocabulary and Concept Development 227
RTI for Struggling Readers 243
What About: Standards, Assessment, and Vocabulary
Development? 244
9 Comprehending Narrative Text 246
Developing Readers’ Awareness of Story Structure 248
Scaffolding the Development and Teaching of Reading Comprehension Strategies 254
Guiding Interactions Between Reader and Text 267
RTI for Struggling Readers 272
What About: Standards, Assessment, and Reading Comprehension? 273
10 Comprehending Informational Text 275
What Is Informational Text, and What Makes It Challenging? 279
Organizing Informational Text Instruction 284
Using Literature and Nonfiction Trade Books Across the Curriculum 289
Instructional Strategies for Engaging Students in Reading Informational Text Prior to Reading 293
Extending Content Learning Through Reading and Writing 298
Digital Literacy 305
RTI for Struggling Readers 307
What About: Standards, Assessment, and Content Area Texts? 308
11 Reading–Writing Connections 311
Relationships Between Reading and Writing 313
Creating Environments for Reading and Writing 315
Connecting Reading and Writing 318
Organizing Writing Instruction 327
Reading–Writing–Technology Connections 336
RTI for Struggling Readers 339
What About: Standards, Assessment, and Reading–Writing Connections? 339
12 Bringing Children and Text Together 342
Supporting a Community of Readers 344
Surrounding Children with Text 347
Organizing for Text-Based Instruction 357
Encouraging Responses to Text 362
RTI for Struggling Readers 366
What About: Standards, Assessment, and Text? 367
13 Instructional Materials 369
Basal Readers 372
Trade Books 378
Technology 379
Evaluating Reading Materials 383
RTI for Struggling Readers 386
What About: Standards, Assessment, and Instructional Materials? 387
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
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