Jo Anne Vacca, Richard Vacca, Mary Gove

Reading and Learning to Read

• Broschiertes Buch

Produktbeschreibung

Prepares pre and in-service teachers for today's ever-changing literacy classroom. Revel(TM) 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. 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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Produktdetails

• Verlag: Pearson Education (US)
• 10 ed
• Seitenzahl: 464
• Erscheinungstermin: 19. März 2018
• Englisch
• Abmessung: 218mm x 277mm x 28mm
• Gewicht: 952g
• ISBN-13: 9780134894645
• ISBN-10: 0134894642
• Artikelnr.: 55116730

Autorenporträt

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!

Inhaltsangabe

Brief Contents
* Chapter 1 Knowledge and Beliefs about Reading
* Chapter 2 Approaches to Reading Instruction
* Chapter 3 Meeting the Literacy Needs of Diverse Learners
* Chapter 4 Foundations of Language and Literacy
* Chapter 5 Assessing Reading Performance
* Chapter 6 Word Identification
* Chapter 7 Reading Fluency
* Chapter 8 Vocabulary Knowledge and Concept Development
* Chapter 9 Comprehending Narrative Text
* Chapter 10 Comprehending Informational Text
* Chapter 11 Reading—Writing Connections
* Chapter 12 Bringing Children and Text Together
* Chapter 13 Instructional Materials
Table of Contents
* Features
* Preface
1. Knowledge and Beliefs About Reading
2. The Importance of Belief Systems
3. Different Beliefs, Different Instructional Decisions
o Differing Instructional Decisions
4. Reading Instruction and Teachers’ Belief Systems
5. National Initiatives
6. Teacher Preparation
7. Transliteracy
8. Multiple Approaches to Reading Instruction
9. How Teachers Come to Know About Reading and Learning to Read
o Constructing Personal Knowledge
o Constructing Practical Knowledge
o Constructing Professional Knowledge and Expertise
10. Perspectives on Learning to Read
11. Cognitive Insights into Reading and Learning to Read
o The Alphabetic Principle and Learning to Read
o Schema Theory and Reading Comprehension
o Metacognition and Learning
12. Reading from a Language Perspective
o Psycholinguistics and Reading
o Sociolinguistics and Reading
13. Models of Reading
14. Bottom-Up Models
15. Top-Down Models
o Interactive Models
16. RTI for Struggling Readers
17. What About: Standards, Assessment, and Knowledge and Beliefs about
Reading?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
18. Approaches to Reading Instruction
19. Belief Systems and Approaches to Literacy Instruction
o Beliefs About Reading
20. Curriculum Perspectives
21. Bottom-Up Curricula
o Readers and Textbooks
22. Top-Down Curricula
o Classroom Conditions for Learning
23. Instructional Approaches
24. The Basal Reading Approach
25. The Language-Experience Approach
26. Literature-Based Instruction Approaches
27. Technology-Based Instruction
o Technology-Based Instructional
28. Considerations
29. Individualizing Instruction
30. The Integrated Approach
31. Expertise Matters More than Approach
32. RTI for Struggling Readers
33. What About: Standards, Assessment, and Approaches to Reading
Instruction?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
34. Meeting the Literacy Needs of Diverse Learners
35. Linguistic Diversity in Literacy Classrooms
36. Instructional Beliefs About Linguistic Diversity
37. Instructional Principles for Students Speaking Diverse Languages and
Dialects
38. Instructional Strategies for Students Speaking Diverse Languages
o Sheltered English Adaptations
o Instructional Conversations
o Response Protocol
o Wordless Books
o Content Area Practices
39. Dialects
o Code-Switching
o Dialectical Miscues
40. Cultural Diversity in Literacy Classrooms
41. Instructional Beliefs About Cultural Diversity
42. Instructional Principles for Students from Diverse Cultures
43. Instructional Strategies for Culturally Diverse Students
o Determining Cultural Expectations
o Background Knowledge and Motivation
o Using Culturally Responsive Read-Alouds
o Choosing Quality Multicultural Literature
o Fostering Ethnic, National, and Global Identification
o Technology-Enhanced Instruction
44. Academic and Cognitive Diversity in Literacy Classrooms
45. Instructional Beliefs About Academic and Cognitive Diversity
46. Instructional Principles for Academic and Cognitive Diversity
o Inclusion
o Curriculum Compacting
o Differentiated Instruction
47. Instructional Strategies for Students with Diverse Academic and
Cognitive Abilities
o Multisensory Phonics Strategies
o Technology-Based Diagnostic Strategies
o Inquiry Learning
o Transliteracies
48. RTI for Struggling Readers
49. What About: Standards, Assessment, and Diversity?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
50. Foundations of Language and Literacy
51. Literacy Development
52. How Oral Language Develops
53. How Reading Develops
o Phase 1: Awareness and Exploration
o Phase 2: Experimental Reading and Writing
o Phase 3: Early Reading and Writing
o Phase 4: Transitional Reading and Writing
o Phase 5: Independent and Productive Reading and Writing
54. How Writing Develops
o The Importance of Scribbling
55. Oral Language and Vocabulary
56. Phonological Awareness
57. Alphabet Knowledge
58. Developmental Writing
59. Print Knowledge
60. Literate Learning Environments
61. Creating Literate Learning Environments at Home
62. Creating Literate Environments in the Classroom
o Design of the Classroom Environment
o Literacy-Related Play Centers
63. Facilitating Language and Literacy
64. Learning About Literacy Through Books
65. Storybooks
66. Nonfiction Books
67. Big Books
68. E-Books
69. Class-Made Books
70. Steps to Follow in Producing Language-Experience Stories
o Having Students Dictate Stories
71. Learning About the Relationships Between Speech and Print
72. Learning About Features of Written Language
73. Learning About Letters and Sounds
74. Recognizing Letters
75. Phonological Awareness
76. Phonemic Awareness
o Developing Phonemic Awareness in Children
77. Assessing Language and Literacy in Young Children
o Assessing Print Knowledge
o Assessing Alphabet Knowledge
o Assessing Phonological Awareness and Phonemic Awareness
o Assessing Developmental Writing
78. RTI for Struggling Readers
79. What About: Standards, Assessment, and Beginning Readers and Writers?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
80. Assessing Reading Performance
81. Toward a Collaborative Framework for Decision Making
82. Trends in Assessment
o High-Stakes Testing
o Authentic Assessment
o Technology in Assessment
83. Formal Assessment
84. Standardized Tests
o Types of Test Scores
o Types of Tests
o Uses of Standardized Test Results
85. Criterion-Referenced Tests
86. Informal Assessment
87. Informal Reading Inventories
o Administering an IRI
o Recording Oral Reading Errors
o Determining Reading Levels
88. Analyzing Oral Reading Miscues
89. Running Records
o Administering a Running Record
o Analyzing Running Records
90. Kidwatching While Teaching
o Anecdotal Notes
o Checklists
o Interviewing
91. Other Informal Assessments
92. Portfolio Assessment
o Essential Elements of Portfolios
o Implementing Portfolios in the Classroom
93. Assessment Today and Tomorrow
94. RTI for Struggling Readers
95. What About: Standards, Assessment, and Reading Performance?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
96. Word Identification
97. Defining Word Identification
98. Phases of Development in Children’s Ability to Identify Words
99. Approaches and Guidelines for Teaching Phonics
100. Traditional Approaches
o Analytic Phonics Instruction
o Synthetic Phonics Instruction
o Syllables
101. Contemporary Approaches
o Analogy-Based Phonics Instruction
o Embedded Phonics Instruction
o Guidelines for Contemporary Phonics Instruction
102. Strategies for Teaching Phonics
103. Consonant-Based Strategies
o Multisensory Activities
o Consonant Substitution
o Flip Books
o Making Words
o Word Ladders
o Cube Words
104. Analogic-Based Strategies
o Poetry
o Making and Writing Words Using Letter Patterns
105. Spelling-Based Strategies
o Word Banks
o Word Walls
o Word Sorting
106. Using Meaning and Letter–Sound Information to Identify Words
107. Strategies for Teaching Context
o Cloze Passages
o Cloze with Choices Given
o Guessing Games
o Semantic Gradients and Context Clues
108. Cross-Checking and Self-Monitoring Strategies
109. Using Structural Analysis to Identify Words
110. Strategies for Teaching Structural Analysis
o Word Study Notebook
o Wall Chart Carousel
o Compound Word Cups
o Contraction Search
111. Rapid Recognition of Words
112. High-Frequency Words
113. Teaching Function Words
o Incremental Rehearsal
o Language-Experience Strategy
o Word Walls
o Environmental Print
o Word Games
o Literature and Poetry
114. Teaching Key Words
o Group Activities with Key Words
115. Organizing Word Identification Instruction
o Principle 1
o Principle 2
o Principle 3
116. Balancing Word Identification Instruction
117. RTI for Struggling Readers
118. What About: Standards, Assessment, and Word Identification?
o Summary
o Teacher Action Research
o Through the Lens of the Common Core
119. Reading Fluency
120. Defining Oral Reading Fluency
o Accuracy in Word Decoding
o Automatic Processing
o Prosody
o Predictability of Reading Materials
121. Developing Oral Reading Fluency
122. Strategies for Groups of Students
o Choral Reading
o Echo Reading
o Fluency-Oriented Reading Instruction (FORI)