Revel for Reading and Learning to Read -- Access Card Package

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
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



Knowledge and Beliefs About Reading

The Importance of Belief Systems

Different Beliefs, Different Instructional Decisions

Differing Instructional Decisions


Reading Instruction and Teachers’ Belief Systems
National Initiatives
Teacher Preparation
Transliteracy
Multiple Approaches to Reading Instruction


How Teachers Come to Know About Reading and Learning to Read

Constructing Personal Knowledge
Constructing Practical Knowledge
Constructing Professional Knowledge and Expertise


Perspectives on Learning to Read

Cognitive Insights into Reading and Learning to Read

The Alphabetic Principle and Learning to Read
Schema Theory and Reading Comprehension
Metacognition and Learning


Reading from a Language Perspective

Psycholinguistics and Reading
Sociolinguistics and Reading




Models of Reading

Bottom-Up Models
Top-Down Models

Interactive Models




RTI for Struggling Readers
What About: Standards, Assessment, and Knowledge and Beliefs about Reading?

Summary
Teacher Action Research
Through the Lens of the Common Core




Approaches to Reading Instruction

Belief Systems and Approaches to Literacy Instruction

Beliefs About Reading


Curriculum Perspectives

Bottom-Up Curricula

Readers and Textbooks


Top-Down Curricula

Classroom Conditions for Learning


Instructional Approaches

The Basal Reading Approach
The Language-Experience Approach
Literature-Based Instruction Approaches
Technology-Based Instruction

Technology-Based Instructional




Considerations
Individualizing Instruction
The Integrated Approach
Expertise Matters More than Approach


RTI for Struggling Readers
What About: Standards, Assessment, and Approaches to Reading Instruction?

Summary
Teacher Action Research
Through the Lens of the Common Core




Meeting the Literacy Needs of Diverse Learners

Linguistic Diversity in Literacy Classrooms

Instructional Beliefs About Linguistic Diversity
Instructional Principles for Students Speaking Diverse Languages and Dialects
Instructional Strategies for Students Speaking Diverse Languages

Sheltered English Adaptations
Instructional Conversations
Response Protocol
Wordless Books
Content Area Practices


Dialects

Code-Switching
Dialectical Miscues




Cultural Diversity in Literacy Classrooms

Instructional Beliefs About Cultural Diversity
Instructional Principles for Students from Diverse Cultures
Instructional Strategies for Culturally Diverse Students

Determining Cultural Expectations
Background Knowledge and Motivation
Using Culturally Responsive Read-Alouds
Choosing Quality Multicultural Literature
Fostering Ethnic, National, and Global Identification
Technology-Enhanced Instruction




Academic and Cognitive Diversity in Literacy Classrooms

Instructional Beliefs About Academic and Cognitive Diversity
Instructional Principles for Academic and Cognitive Diversity

Inclusion
Curriculum Compacting
Differentiated Instruction


Instructional Strategies for Students with Diverse Academic and Cognitive Abilities

Multisensory Phonics Strategies
Technology-Based Diagnostic Strategies
Inquiry Learning
Transliteracies




RTI for Struggling Readers
What About: Standards, Assessment, and Diversity?

Summary
Teacher Action Research
Through the Lens of the Common Core




Foundations of Language and Literacy

Literacy Development

How Oral Language Develops
How Reading Develops

Phase 1: Awareness and Exploration
Phase 2: Experimental Reading and Writing
Phase 3: Early Reading and Writing
Phase 4: Transitional Reading and Writing
Phase 5: Independent and Productive Reading and Writing


How Writing Develops

The Importance of Scribbling


Oral Language and Vocabulary
Phonological Awareness
Alphabet Knowledge
Developmental Writing
Print Knowledge


Literate Learning Environments

Creating Literate Learning Environments at Home
Creating Literate Environments in the Classroom

Design of the Classroom Environment
Literacy-Related Play Centers




Facilitating Language and Literacy

Learning About Literacy Through Books
Storybooks
Nonfiction Books
Big Books
E-Books
Class-Made Books
Steps to Follow in Producing Language-Experience Stories

Having Students Dictate Stories




Learning About the Relationships Between Speech and Print
Learning About Features of Written Language
Learning About Letters and Sounds

Recognizing Letters
Phonological Awareness
Phonemic Awareness

Developing Phonemic Awareness in Children




Assessing Language and Literacy in Young Children

Assessing Print Knowledge
Assessing Alphabet Knowledge
Assessing Phonological Awareness and Phonemic Awareness
Assessing Developmental Writing


RTI for Struggling Readers
What About: Standards, Assessment, and Beginning Readers and Writers?

Summary
Teacher Action Research
Through the Lens of the Common Core




Assessing Reading Performance

Toward a Collaborative Framework for Decision Making
Trends in Assessment

High-Stakes Testing
Authentic Assessment
Technology in Assessment


Formal Assessment

Standardized Tests

Types of Test Scores
Types of Tests
Uses of Standardized Test Results


Criterion-Referenced Tests


Informal Assessment

Informal Reading Inventories

Administering an IRI
Recording Oral Reading Errors
Determining Reading Levels


Analyzing Oral Reading Miscues
Running Records

Administering a Running Record
Analyzing Running Records


Kidwatching While Teaching

Anecdotal Notes
Checklists
Interviewing


Other Informal Assessments


Portfolio Assessment

Essential Elements of Portfolios
Implementing Portfolios in the Classroom


Assessment Today and Tomorrow
RTI for Struggling Readers
What About: Standards, Assessment, and Reading Performance?

Summary
Teacher Action Research
Through the Lens of the Common Core




Word Identification

Defining Word Identification
Phases of Development in Children’s Ability to Identify Words
Approaches and Guidelines for Teaching Phonics

Traditional Approaches

Analytic Phonics Instruction
Synthetic Phonics Instruction
Syllables


Contemporary Approaches

Analogy-Based Phonics Instruction
Embedded Phonics Instruction
Guidelines for Contemporary Phonics Instruction




Strategies for Teaching Phonics

Consonant-Based Strategies

Multisensory Activities
Consonant Substitution
Flip Books
Making Words
Word Ladders
Cube Words


Analogic-Based Strategies

Poetry
Making and Writing Words Using Letter Patterns


Spelling-Based Strategies

Word Banks
Word Walls
Word Sorting




Using Meaning and Letter–Sound Information to Identify Words

Strategies for Teaching Context

Cloze Passages
Cloze with Choices Given
Guessing Games
Semantic Gradients and Context Clues


Cross-Checking and Self-Monitoring Strategies


Using Structural Analysis to Identify Words

Strategies for Teaching Structural Analysis

Word Study Notebook
Wall Chart Carousel
Compound Word Cups
Contraction Search




Rapid Recognition of Words

High-Frequency Words
Teaching Function Words

Incremental Rehearsal
Language-Experience Strategy
Word Walls
Environmental Print
Word Games
Literature and Poetry


Teaching Key Words

Group Activities with Key Words




Organizing Word Identification Instruction

Principle 1
Principle 2
Principle 3


Balancing Word Identification Instruction
RTI for Struggling Readers
What About: Standards, Assessment, and Word Identification?

Summary
Teacher Action Research
Through the Lens of the Common Core




Reading Fluency

Defining Oral Reading Fluency

Accuracy in Word Decoding
Automatic Processing
Prosody
Predictability of Reading Materials


Developing Oral Reading Fluency

Strategies for Groups of Students

Choral Reading
Echo Reading
Fluency-Oriented Reading Instruction (FORI)