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.

• ISBN13: 9780205571123
• ISBN10: 0205571123
• Edition: 7th
• Format: Hardcover
• Copyright: 2009-01-01
• Publisher: Allyn & Bacon

Summary

KEY BENEFITWith superior coverage of standards and an emphasis on comprehensive reading instruction,Readingand Learning to Read, Seventh Edition,remains an active learning tool that encourages future teachers to teach reading in ways that are both meaningful and reflective. KEY TOPIC This book promotes a comprehensive approach to teaching reading and writing with an emphasis on research-based best practices, integrating technology, and accommodating the needs of diverse and struggling learners. MARKET K-8 literacy instruction

Table of Contents

Vacca Features	p. xvii
Preface	p. xxi
Knowledge and Beliefs About Reading	p. 1
The Importance of Belief Systems	p. 3
Different Beliefs, Different Instructional Decisions	p. 4
Reading Instruction and Teachers Belief Systems	p. 7
How Teachers Come to Know About Reading and Learning to Read	p. 11
Constructing Personal Knowledge	p. 12
Constructing Practical Knowledge	p. 12
Constructing Professional Knowledge and Expertise	p. 13
Cognitive Insights into Reading and Learning to Read	p. 16
The Alphabetic Principle and Learning to Read	p. 16
Schema Theory and Reading Comprehension	p. 18
Metacognition and Learning	p. 19
Self-Knowledge	p. 21
Task Knowledge	p. 21
Self-Monitoring	p. 21
Reading from a Language Perspective	p. 22
Psycholinguistics and Reading	p. 23
Graphophonemic System	p. 23
Syntactic System	p. 23
Semantic System	p. 23
Sociolinguistics and Reading	p. 24
Models of Reading	p. 25
Bottom-Up Models	p. 26
Top-Down Models	p. 27
Interactive Models	p. 28
What About Struggling Readers and Teachers Knowledge and Beliefs About Reading?	p. 28
Summary	p. 29
Teacher Action Research	p. 29
Related Web Sites	p. 30
MyEducationLab	p. 31
Approaches to Reading Instruction	p. 32
Belief Systems and Approaches to Literacy Instruction	p. 35
Beliefs About Reading Interview	p. 35
Theoretical Orientation to Reading Profile	p. 38
Curriculum Perspectives	p. 38
Bottom-Up Curricula	p. 40
Readers And Textbooks	p. 40
The First-Grade Studies	p. 41
Top-Down Curricula	p. 41
Some Principles Underlying Top-Down Practices	p. 41
Classroom Conditions For Learning	p. 43
Instructional Approaches	p. 43
The Basal Reading Approach	p. 43
The Language-Experience Approach	p. 45
Integrated Language Arts	p. 46
Literature-Based Instruction	p. 46
Technology-Based Instruction	p. 47
Approaches and Strategies in Comprehensive Instruction	p. 48
What About Struggling Readers and Approaches to Literacy Instruction?	p. 53
Summary	p. 53
Teacher Action Research	p. 54
Related Web Sites	p. 54
MyEducationLab	p. 55
Meeting the Literacy Needs of Diverse Learners	p. 56
The Complexity of Diversity in Literacy Classrooms	p. 59
Linguistic Diversity in Literacy Classrooms	p. 60
Instructional Beliefs About Linguistic Diversity	p. 61
Instructional Principles for Students Speaking Diverse Languages and Dialects	p. 63
Instructional Strategies for Students Speaking Diverse Languages	p. 64
Sheltered English Adaptations	p. 66
Instructional Conversations	p. 66
Response Protocol	p. 66
Reading And Writing Practices	p. 68
Content Area Practices	p. 69
Thematic Teaching	p. 69
Dialects and Reading Strategies	p. 70
Background Knowledge And Motivation	p. 70
Culturally Relevant Materials And Motivation	p. 70
Dialectical Miscues	p. 71
Using Language Experience	p. 71
Cultural Diversity in Literacy Classrooms	p. 71
Instructional Beliefs About Cultural Diversity	p. 72
Instructional Principles for Students from Diverse Cultures	p. 72
Instructional Strategies for Culturally Diverse Students	p. 74
Consider Yourself And Your Own Beliefs And Experiences With Other Cultures	p. 74
Determining Cultural Expectations	p. 74
Validating Each Child S Experience	p. 75
Fostering Ethnic, National, And Global Ident
Table of Contents provided by Publisher. All Rights Reserved.