Reading and Learning to Read, Enhanced Pearson eText -- Access Card

Richard and Jo Anne Vacca are professors emeriti in the Department 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& Joely, in Vero Beach, Florida.   Dr. Mary K. 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.   Dr. Linda C. 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.   Dr. Lisa A. 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. Additionally, she is the principal investigator on several state and federal grants. 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 Ph.D. from Kent State University. In her free time Dr. Lenhart enjoys hiking and reading.   Dr. Christine A. 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, 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 has most recently co-written and received a statewide grant with the North Canton Schools in which she initiated the notion of literacy learning collaboratives through the arts. Since the last edition of this text, Chris has lost her dear husband, John. Many of her days are spent trying to cope with her loss and spend precious moments with her sons, Jimmy and Matt. A trip to Ireland was a fresh start.  

Brief Contents




Chapter 1    Knowledge and Beliefs About Reading 1

Chapter 2    Approaches to Reading Instruction 34

Chapter 3    Meeting the Literacy Needs of Diverse Learners   62

Chapter 4    Early Literacy: From Birth to School    98

Chapter 5    Literacy Instruction for Beginning Readers and Writers  136

Chapter 6    Assessing Reading Performance   178

Chapter 7    Word Identification  222

Chapter 8    Reading Fluency   270

Chapter 9    Vocabulary Knowledge and Concept Development   298

Chapter 10 Reading Comprehension    336

Chapter 11 Reading—Writing Connections   378

Chapter 12 Bringing Children and Text  Together    418

Chapter 13 Instructional Materials    456

Chapter 14 Making the Transition to Content Area Texts    486

Appendix A    Beliefs About Reading Interview   527

Appendix B    Trade Books That Repeat Phonic Elements    533

Appendix C    Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness  535

Appendix D    Recommended Books for Multicultural Reading Experiences 539

Appendix E    International Reading Association Standards for Reading Professionals    545