Reading and Learning to Read (with MyEducationLab)

by Vacca, Jo Anne L.; Vacca, Richard T.; Gove, Mary K.; Burkey, Linda C.; Lenhart, Lisa A.; McKeon, Christine A.

• ISBN13: 9780137147960
• ISBN10: 0137147961
• Edition: 7th
• Format: Package
• Copyright: 2009-01-01
• Publisher: Allyn & Bacon

Summary

With superior coverage of standards and an emphasis on comprehensive reading instruction, "Reading"" and Learning to Read, Seventh Edition, " remains an active learning tool that encourages teachers to teach reading in ways that are both meaningful and reflective. 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. This edition continues its commitment to preparing pre-service teachers for the ever-changing literacy classroom. A focus on meeting the standards of today's research-based environment and new concepts and practices that enhance professional development, as well as a wealth of practical examples and references that exemplify the IRA Standards for Reading Professionals, results in the most comprehensive and contemporary book on the market.

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 Identification	p. 76
Collaborative Communities	p. 76
Technology-Enhanced Instruction	p. 78
Image Making	p. 78
Choosing Quality Multicultural Literature	p. 78
Academic and Cognitive Diversity in Literacy Classrooms	p. 80
Instructional Beliefs About Academic and Cognitive Diversity	p. 81
Instructional Principles for Academic and Cognitive Diversity	p. 83
Inclusion	p. 83
Curriculum Compacting	p. 84
Literacy Coaches	p. 84
Instructional Strategies for Students with Diverse Academic and Cognitive Abilities	p. 85
Inquiry Learning	p. 85
Differentiated Instruction	p. 86
New Literacies	p. 86
Response To Intervention (Rti)	p. 87
Programs and Strategies for Struggling Readers Who Are Academically and Cognitively Diverse	p. 87
What About Struggling Readers and Their Diverse Academic and Cognitive Needs?	p. 88
What About Standards, Assessment, and Diversity?	p. 89
Summary	p. 89
Teacher Action Research	p. 90
Related Web Sites	p. 90
MyEducationLab	p. 91
Early Literacy: From Birth to School	p. 92
Children's Development in Early Reading and Writing	p. 95
Phases of Literacy Development	p. 95
How Reading Develops	p. 97
The Importance Of Family Interactions	p. 98
The Importance Of Literate Environments	p. 100
How Writing Develops	p. 101
The Importance Of Scribbling	p. 102
The Importance Of Invented Spelling	p. 105
Advantages Of Invented Spelling	p. 105
Developmentally Appropriate Practices	p. 106
Creating Literate Learning Environments	p. 107
Designing Literacy-Related Play Centers	p. 108
Exploring Print Through Language Experiences	p. 112
Talking, Creating, Singing, And Dancing	p. 112
Role Playing And Drama	p. 114
Reading to Children	p. 115
Sharing Books	p. 116
Repeating The Reading Of Favorite Stories	p. 116
Providing Assistance As Needed	p. 117
What About Struggling Readers and Early Literacy?	p. 118
What About Standards, Assessment, and Early Literacy?	p. 119
Summary	p. 119
Teacher Action Research	p. 120
Related Web Sites	p. 121
MyEducationLab	p. 121
Inviting Beginners into the Literacy Club	p. 122
Emergent Literacy Programs for Beginners	p. 124
Learning Literacy Through Storybooks	p. 126
Big Books in U.S. Classrooms	p. 127
Interactive Reading and Writing	p. 129
Interactive Reading	p. 131
Interactive Writing	p. 133
Learning About the Relationships Between Speech and Print	p. 134
Understanding the Uses of Written Language	p. 134
Perpetuating Uses	p. 135
Regulatory, Authoritative-Contractual Uses	p. 136
Instrumental Uses	p. 136
Diversion Uses	p. 137
Personal Uses	p. 137
Connecting Speech and Print Through Language Experience	p. 138
Steps To Follow In Producing Languageexperience Stories	p. 139
The Value Of Language Experience	p. 140
Learning About Features of Written Language	p. 142
Linguistic Awareness	p. 142
The Concepts About Print Test	p. 143
Observing Children's Emerging Literacy Accomplishments	p. 143
Learning About Letters and Sounds	p. 146
Recognizing Letters	p. 147
Developing Phonemic Awareness	p. 148
Developing Phonemic Awareness In Children	p. 150
Assessing Phonemic Awareness	p. 154
What About Struggling Readers and the Literacy Club?	p. 156
What About Standards, Assessment, and the Literacy Club?	p. 156
Summary	p. 157
Teacher Action Research	p. 158
Related Web Sites	p. 158
MyEducationLab	p. 159
Assessing Reading Performance	p. 160
Toward a Corroborative Framework for Decision Making	p. 163
Trends in Assessment	p. 164
High-Stakes Testing	p. 164
Authentic Assessment	p. 165
Formal Assessment	p. 168
Standardized Tests	p. 169
Types Of Test Scores	p. 170
Types Of Tests	p. 171
Uses Of Standardized Test Results	p. 171
Criterion-Referenced Tests	p. 172
Informal Assessment	p. 173
Informal Reading Inventories	p. 173
Administering An Iri	p. 174
Recording Oral Reading Errors	p. 175
Determining Reading Levels	p. 176
Analyzing Oral Reading Miscues	p. 177
Running Records	p. 181
Administering A Running Record	p. 181
Analyzing Running Records	p. 183
Portfolio Assessment	p. 186
Essential Elements of Portfolios	p. 186
Implementing Portfolios in the Classroom	p. 187
Kidwatching While Teaching	p. 193
Anecdotal Notes	p. 193
Checklists	p. 194
Interviewing	p. 195
Assessment Today and Tomorrow	p. 196
What About Struggling Readers and Assessing Reading Performance?	p. 196
What About Standards, Assessment, and Reading Performance?	p. 197
Summary	p. 197
Teacher Action Research	p. 198
Related Web Sites	p. 198
MyEducationLab	p. 199
Word Identification	p. 200
Defining Word Identification	p. 202
Phases of Development in Children's Ability to Identify Words	p. 205
Approaches and Guidelines for Teaching Phonics	p. 207
Traditional Approaches	p. 208
Analytic Phonics Instruction	p. 208
Synthetic Phonics Instruction	p. 209
Linguistic Phonics Instruction	p. 209
Contemporary Approaches	p. 209
Analogy-Based Instruction	p. 212
Spelling-Based Instruction	p. 212
Embedded Phonics Instruction	p. 213
Guidelines For Contemporary Phonics Instruction	p. 213
Strategies for Teaching Phonics	p. 215
Consonant-Based Strategies	p. 216
Letter Actions	p. 216
Favorite Foods	p. 217
Consonant Substitution	p. 217
Flip Books	p. 218
Making Words	p. 218
Making And Writing Words	p. 219
Cube Words	p. 220
Digraph And Blend Actions And Food Associations	p. 220
Digraph Tongue Twisters	p. 223
Analogy-Based Strategies	p. 223
The Analogy Strategy	p. 224
Rimes In Nursery Rhymes	p. 224
Making And Writing Words Using Letter Patterns	p. 225
Hink Pinks	p. 225
Spelling-Based Strategies	p. 226
Word Banks	p. 226
Word Walls	p. 226
Word Sorting	p. 227
Have-A-Go	p. 227
Using Meaning and Letter-Sound Information to Identify Words	p. 229
Strategies for Teaching Context	p. 229
Modified Cloze Passages	p. 230
Cloze With Choices Given	p. 230
Guessing Games	p. 231
Inferring Word Meanings Through Context Clues	p. 231
Cross-Checking and Self-Monitoring Strategies	p. 231
Using Structural Analysis to Identify Words	p. 233
Strategies for Teaching Structural Analysis	p. 233
Word Study Notebook	p. 233
Wall Chart Carousel	p. 234
Compound Word Cups	p. 234
Contraction Search	p. 234
Rapid Recognition of Words	p. 234
High-Frequency Words	p. 235
Strategies for Teaching Function Words	p. 237
Language-Experience Strategy	p. 238
Word Walls	p. 238
Environmental Print	p. 238
Word Games	p. 239
Literature And Poetry	p. 239
Teaching Key Words	p. 239
Group Activities With Key Words	p. 239
Balancing Word Identification Instruction	p. 240
What About Struggling Readers and Word Identification?	p. 241
What About Standards, Assessment, and Word Identification?	p. 242
Summary	p. 243
Teacher Action Research	p. 244
Related Web Sites	p. 245
MyEducationLab	p. 245
Reading Fluency	p. 246
Defining Oral Reading Fluency	p. 249
Immediate Word Identification	p. 249
Automaticity	p. 250
Predictability of Reading Materials	p. 251
Developing Oral Reading Fluency	p. 252
Repeated Readings	p. 252
Paired Repeated Readings	p. 255
Peer Tutoring	p. 255
Automated Reading	p. 257
Choral Reading	p. 258
Reader's Theater	p. 260
Involving Parents	p. 264
Routines for Fluency Development	p. 265
Monitoring Oral Reading Fluency	p. 265
Developing Silent Reading Fluency	p. 269
Sustained Silent Reading	p. 270
Putting SSR into Action	p. 271
What About Struggling Readers and Reading Fluency?	p. 272
What About Standards, Assessment, and Reading Fluency?	p. 272
Summary	p. 273
Teacher Action Research	p. 274
Related Web Sites	p. 274
MyEducationLab	p. 275
Vocabulary Knowledge and Concept Development	p. 276
The Relationship Between Vocabulary and Comprehension	p. 279
Experiences, Concepts, and Words	p. 281
Words as Labels for Concepts	p. 282
Words and Concepts: A Closer Look	p. 282
Class, Example, and Attribute Relationships	p. 283
Principles to Guide Vocabulary Instruction	p. 285
Select Words That Children Will Encounter While Reading Literature and Content Material	p. 286
Key Words	p. 286
Useful Words	p. 286
Interesting Words	p. 287
Vocabulary-Building Words	p. 287
Teach Words in Relation to Other Words	p. 287
Teach Students to Relate Words to Their Background Knowledge	p. 288
Teach Words in Prereading Activities to Activate Knowledge and Use Them in Postreading Discussion, Response, and Retelling	p. 288
Teach Words Systematically and in Depth	p. 289
Awaken Interest in and Enthusiasm for Words	p. 289
Best Practice: Strategies for Vocabulary and Concept Development	p. 290
Relating Experiences to Vocabulary Learning	p. 291
Using Context for Vocabulary Growth	p. 292
Developing Word Meanings	p. 292
Synonyms	p. 293
Antonyms	p. 293
Multiple-Meaning Words	p. 294
Classifying and Categorizing Words	p. 294
Word Sorts	p. 295
Categorization	p. 296
Concept Circles	p. 297
Semantic Mapping	p. 297
Analogies	p. 299
Paired-Word Sentence Generation	p. 299
Developing Word Meanings Through Stories and Writing	p. 301
Semantic Analysis To Writing	p. 301
Predictogram	p. 303
Developing Independence in Vocabulary Learning	p. 304
Dictionary Usage	p. 305
Self-Selection Strategy	p. 305
Word Knowledge Rating	p. 306
What About Struggling Readers and Vocabulary Knowledge?	p. 306
What About Standards, Assessment, and Vocabulary Knowledge?	p. 307
Summary	p. 307
Teacher Action Research	p. 308
Related Web Sites	p. 308
MyEducationLab	p. 309
Reading Comprehension	p. 310
Scaffolding the Development and Use of Comprehension Strategies	p. 313
Active Comprehension and Asking Questions	p. 313
Reciprocal Questioning (ReQuest)	p. 316
Question-Answer Relationships (QARs)	p. 318
Questioning the Author (QtA)	p. 319
Reciprocal Teaching	p. 321
Think-Alouds	p. 322
Developing Readers' Awareness of Story Structure	p. 324
Elements in a Story	p. 325
Mapping a Story for Instructional Purposes	p. 326
Building a Schema for Stories	p. 329
Read, Tell, And Perform Stories In Class	p. 330
Don't Teach The Language Of Story Grammar As An End In Itself	p. 330
Show Relationships Among Story Parts	p. 331
Reinforce Story Knowledge Through Instructional Activities	p. 331
Guiding Interactions Between Reader and Text	p. 333
Directed Reading-Thinking Activity	p. 336
KWL (What Do You Know? What Do You Want to Find Out? What Did You Learn?)	p. 338
Discussion Webs	p. 340
Story Impressions	p. 342
Reading Comprehension and the Web	p. 344
What About Struggling Readers and Reading Comprehension?	p. 345
What About Standards, Assessment, and Reading Comprehension?	p. 346
Summary	p. 347
Teacher Action Research	p. 347
Related Web Sites	p. 348
MyEducationLab	p. 349
Reading-Writing Connections	p. 350
Relationships Between Reading and Writing	p. 352
Creating Environments for Reading and Writing	p. 355
Connecting Reading and Writing	p. 356
Using Journals (and E-Mail Correspondence) for Written Conversation	p. 357
Dialogue Journals	p. 357
Buddy Journals	p. 359
Electronic Mail (E-Mail) Conversations	p. 360
Using Journals to Explore Texts	p. 362
Double-Entry Journals	p. 363
Reading Journals	p. 364
Response Journals	p. 365
Alternative Strategies That Motivate Students to Write	p. 366
Gathering Ideas	p. 366
Multigenre Projects	p. 366
Writing Notification	p. 367
Plot Scaffolds	p. 367
Establishing a Predictable Structure for Writing	p. 370
Organizing the Writing Workshop	p. 370
Guiding Writing (and Observing Reading)	p. 372
Rehearsing	p. 373
Drafting	p. 373
Revising	p. 373
Editing	p. 375
Publishing	p. 376
Reading-Writing-Technology Connections	p. 376
Word Processing	p. 379
Desktop Publishing and Multimedia Authoring	p. 380
Children's Books and Technology	p. 381
What About Struggling Readers and Reading-Writing Connections?	p. 383
What About Standards, Assessment, and Reading-Writing Connections?	p. 383
Summary	p. 384
Teacher Action Research	p. 384
Related Web Sites	p. 387
MyEducationLab	p. 387
Bringing Children and Literature Together	p. 388
Supporting a Community of Readers	p. 391
Surrounding Children with Literature	p. 392
Selecting a Classroom Collection of Books	p. 393
Choosing Classroom Literature	p. 394
Determining Good Literature	p. 395
Literature With Multicultural Perspectives	p. 396
Why Multicultural Literature?	p. 396
Criteria For Selecting Multicultural Literature	p. 400
Designing The Classroom Library	p. 400
Listening to Literature	p. 401
Choosing Literature To Read Aloud	p. 401
Preparing To Read Aloud	p. 402
Setting The Mood	p. 402
Introducing The Story	p. 402
Activities After Reading Aloud	p. 403
Allowing Others To Present Literature	p. 403
Storytelling	p. 403
Selecting The Story To Tell	p. 403
Preparing A Story For Telling	p. 404
Helping Children Select Books	p. 405
Organizing for Literature-Based Instruction	p. 407
Core Books	p. 407
Literature Units	p. 407
Reading Workshops	p. 407
Sparking Interest	p. 408
Minilessons	p. 408
Status-Of-The-Class Report	p. 408
Sustained Silent Reading	p. 408
Individual Reading Conferences	p. 408
Group Sharing Time	p. 408
Literature Circles	p. 408
Student-Led Literature Circles: How And What To Share	p. 410
Adapting Literature Circles For The Primary Grades	p. 411
Integration Of The Internet	p. 413
Encouraging Responses to Literature	p. 413
Sparking Discussion with Book Talks	p. 415
Engaging in Free Response	p. 416
Exploring Response Options in Literature Journals	p. 417
What About Struggling Readers and Literature?	p. 419
What About Standards, Assessment, and Literature?	p. 420
Summary	p. 420
Teacher Action Research	p. 421
Related Web Sites	p. 422
MyEducationLab	p. 423
Basal Readers and Instructional Materials	p. 424
The First Basals	p. 427
Basal Programs Today	p. 427
Characteristics of Basal Readers	p. 433
Appearance	p. 435
Illustrations	p. 435
Stereotyping	p. 435
Language Style	p. 435
Workbooks	p. 436
Lesson Framework	p. 436
Motivation And Background Building	p. 438
Guided Reading (Silent And Oral)	p. 439
Skill Development And Practice	p. 439
Follow-Up And Enrichment	p. 439
Making Instructional Decisions	p. 440
Modifying Lessons	p. 441
Instructional Materials	p. 442
Electronic Materials	p. 444
World Wide Web	p. 444
E-Mail, Discussion Groups, And Blogs	p. 444
Word Processors	p. 444
Software Programs	p. 445
Electronic Books	p. 445
Educational Games	p. 445
Beliefs About Reading and Instructional Materials	p. 445
Selecting Reading Materials	p. 446
Evaluating Reading Materials	p. 448
What About Struggling Readers and the Basal Reader?	p. 451
What About Standards, Assessment, and the Basal Reader?	p. 451
Summary	p. 452
Teacher Action Research	p. 452
Related Web Sites	p. 453
MyEducationLab	p. 453
Making the Transition to Content Area Texts	p. 454
Why Are Content Area Textbooks Difficult?	p. 457
Factors in Judging the Difficulty of Textbooks	p. 459
How Difficult Is The Text To Understand?	p. 459
How Usable Is The Text?	p. 460
How Interesting Is The Text?	p. 460
Readability	p. 461
Limitations	p. 461
Fry Readability Graph	p. 461
Using Literature and Nonfiction Trade Books Across the Curriculum	p. 463
Some Uses and Benefits of Literature and Nonfiction Trade Books	p. 463
Intense Involvement	p. 463
Schema Building	p. 464
Abilities And Interests	p. 464
Vocabulary Building	p. 465
Planning to Use Literature and Informational Text in Content Area Learning	p. 466
The Single-Discipline Model	p. 466
The Interdisciplinary Model	p. 467
The Integrative Literature Model	p. 467
Additional Considerations for Implementing Literature and Informational Text in the Content Areas	p. 468
Informational Text Types	p. 468
Reading The Texts	p. 469
Strategies For Teaching Reading Comprehension With Informational Texts	p. 469
Learning with Electronic Texts	p. 472
Strategies Before Reading	p. 473
Previewing and Skimming	p. 473
Skimming	p. 475
Organizers	p. 475
Anticipation Guides	p. 476
Brainstorming	p. 478
Extending Content Learning Through Reading and Writing	p. 479
Point-of-View Guides	p. 479
Idea Circles	p. 479
Curriculum-Based Reader's Theater	p. 482
I-Charts	p. 482
Internet Inquiry	p. 484
What About Struggling Readers and Content Area Texts?	p. 487
What About Standards, Assessment, and Content Area Texts?	p. 488
Summary	p. 488
Teacher Action Research	p. 489
Related Web Sites	p. 490
MyEducationLab	p. 491
Managing and Organizing an Effective Classroom	p. 492
Improving Instruction	p. 494
Classroom Teachers of Reading	p. 495
Standards	p. 495
Instructional Practices	p. 495
Collaborative and Cooperative Learning	p. 497
Cooperative Learning And The Teacher's Role	p. 498
Explicit Instruction And The Teacher's Role	p. 499
Individualizing Instruction	p. 500
What Is Individualized Instruction in Reading?	p. 500
Influences of Individualized Instruction	p. 501
Groups	p. 501
Materials	p. 502
Putting It All Together: Organizing a Classroom Community	p. 503
Multiage Classrooms	p. 504
Creating a Physical Environment	p. 505
Learning Centers	p. 507
Room Diagrams	p. 508
Student Schedules	p. 508
Record Keeping	p. 510
Portfolio Systems	p. 512
Technology in the Literate Classroom	p. 512
Technology-Based Instructional Considerations	p. 515
What About Struggling Readers and Managing and Organizing an Effective Classroom?	p. 516
What About Standards, Assessment, and Managing and Organizing an Effective Classroom?	p. 517
Summary	p. 518
Teacher Action Research	p. 518
Related Web Sites	p. 519
MyEducationLab	p. 519
Beliefs About Reading Interview	p. 521
The DeFord Theoretical Orientation to Reading Profile (TORP)	p. 527
Reading and Writing Accomplishments of Young Children by Grade Level	p. 531
Trade Books That Repeat Phonic Elements	p. 535
Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness	p. 537
Recommended Books for Multicultural Reading Experiences	p. 541
International Reading Association Standards for Reading Professionals	p. 549
Glossary	p. 551
References	p. 559
Name Index	p. 577
Subject Index	p. 581
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