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Reading and Learning to Read, 6/E
Jo Anne L. Vacca, Kent State University
Richard T. Vacca, Kent State University
Mary K. Gove, Cleveland State University
Linda C. Burkey, Mount Union College
Lisa A. Lenhart, The University of Akron
Christine A. McKeon, Walsh University

ISBN-10: 0205431542
ISBN-13: 9780205431540

Publisher: Allyn & Bacon
Copyright: 2006
Format: Cloth; 656 pp
Published: 04/22/2005

This item has been upgraded to Reading and Learning to Read (with MyEducationLab), 7/E .

With superior coverage of standards and an emphasis on comprehensive reading instruction, Reading and Learning to Read, Sixth Edition, remains an active learning tool that encourages future teachers to teach reading in ways that are both meaningful and reflective.

This text promotes a contemporary, comprehensive approach to teaching reading and writing with an emphasis on research-based best practice, integrating technology, and accommodating the needs of diverse and struggling learners.   This edition maintains its focus on meeting standards–an increasingly critical topic–in new boxes connecting chapter content with standards and assessment, as well as a wealth of practical examples and references that exemplify the IRA Standards for Reading Professionals. The applicable standards are listed at the beginning of each chapter, and user-friendly margin icons also highlight these connections throughout the book.   Additional marginal icons identify material focused on diverse learners (especially English language learners), technology, and middle grade students.

  • “VIEWPOINTS” present expert voices on such crucial topics as assessment, inclusion, phonemic awareness, and phonics.
  • Emphasis on phonics-based strategies (Chs. 5 & 6) within the context of comprehensive reading instruction reflects current market needs.
  • Emphasis on diverse learners and struggling readers reflects current realities and concerns.
  • "What About Struggling Readers” sections at the end of each chapter highlight the importance of accommodating those who struggle in reading.
  • Coverage of authentic and portfolio assessment reflects the most current literature.
  • Icons indicating “Teacher-Action-Research Projects” appropriate for inclusion in National Board Certification portfolios appear at the end of each chapter.
  • Marginal icons throughout highlight the emphasis on Technology, Diversity, and  Middle School.

  • Revised standards icons identify material that reflects the application of professional standards to classroom practices. An at-a-glance chart on the inside front cover also connects content to Standards, and the IRA Standards for professionals are included as an appendix.
  • “RESEARCH-BASED BEST PRACTICES” offer research-supported strategies and instructional guidelines (as required by the No Child Left Behind Act) as a basis for sound and successful literacy instruction.
  • “STRAIGHT FROM THE CLASSROOM” boxes offer real experiences from real teachers, illustrating strategies that have proven effective.
  • “STEP-BY-STEP LESSONS” provide a range of “minilessons” that can be transferred directly to the classroom.
  • What about Standards and Assessment? sections at the end of Chs. 3 through 15 connect chapter content to the two most important topics in reading instruction today—meeting standards, and effectively assessing learning.
  • Chapters 1 and 2 , Knowledge and Beliefs about Reading Instruction, and Approaches to Reading Instruction, have been extensively revised to reflect a new emphasis on comprehensive reading instruction.
  • Chapters on word identification, fluency, vocabulary, and comprehension have been re-ordered to reflect the Reading First provision of No Child Left Behind.
  • New marginal icons, Diversity ELL, highlight material particularly relevant to teaching English language learners.

1. Knowledge and Beliefs About Reading.

The Importance of Belief Systems.

How Teachers Come to Know About Reading and Learning to Read.

Cognitive Insights into Reading and Learning to Read.

Reading from a Language Perspective.

Models of Reading.


2. Approaches to Reading Instruction

Belief Systems and Approaches to Literacy Instruction.

Curriculum Perspectives.

Instructional Approaches.

Approaches and Strategies in Comprehensive Instruction.


3. Early Literacy: From Birth to School.

Children's Development in Early Reading and Writing.

Developmentally Appropriate Practices.


4. Inviting Beginners into the Literacy Club.

Learning Literacy Through Storybooks.

Learning about the Relationships between Speech and Print.

Learning About Features of Written Language.

Learning About Letters and Sounds.


5. Assessing Reading Performance.

Toward a Corroborative Framework for Decision Making.

Trends in Assessment.

Formal Assessment.

Informal Assessment.

Portfolio Assessment.


6. Word Identification.

Defining Word Identification.

Phases of Development in Children's Ability to Identify Words.

Approaches and Guidelines for Teaching Phonics.

Strategies for Teaching Phonics.

Using Meaning and Letter-Word Formation to Identify Words.

Rapid Recognition of Words.

Balancing Word Identification Instruction.


7. Reading Fluency.

Defining Oral Reading Fluency.

Developing Oral Reading Fluency.

Routines for Fluency Development.

Monitoring Oral Reading Fluency.

Developing Silent Reading Fluency.


8. Vocabulary Knowledge and Concept Development.

The Relationship Between Vocabulary and Comprehension.

Experiences, Concepts, and Words.

Principles to Guide Vocabulary Instruction.

Best Practice: Strategies for Vocabulary and Concept Development.

 

9. Reading Comprehension.

Scaffolding the Development and Use of Comprehension Strategies.

Developing Readers' Awareness of Story Structure.

Guiding Interactions between Reader and Text.

Reading Comprehension and the Web


10. Meeting the Literacy Needs of Diverse Learners.

Linguistic Diversity in Literacy Classrooms.

Cultural Diversity in Literacy Classrooms.

Academic and Cognitive Diversity in Literacy Classrooms.

 

11. Reading-Writing Connections.

Creating Environments for Reading and Writing.

Connecting Reading and Writing.

Establishing a Predictable Structure for Writing.

Reading-Writing-Technology Connections.


12. Bringing Children and Literature Together.

Supporting a Community of Readers.

Surrounding Children with Literature.

Organizing for Literature-Based Instruction.

Encouraging Responses to Literature.


13. Basal Readers and Instructional Materials.

The First Basals

Basal Programs Today.

Characteristics of Basal Readers.

Making Instructional Decisions.

Instructional Materials.


14. Making the Transition to Content Area Texts.

Why Are Content Area Textbooks Difficult?

Using Literature and Nonfiction Trade Books across the Curriculum.

Strategies before Reading.

Extending Content Learning through Reading and Writing.


15. Managing and Organizing an Effective Classroom.

Improving Instruction.

Individualizing Instruction.

Putting It All Together: Organizing a Classroom Community.

Technology in the Literacy Classroom

 

Appendices:

A.       Beliefs about Reading Interview

B.       DeFord Theoretical Orientation to Reading Profile

C.       Reading and Writing Accomplishments of Young Children by Grade Level

D.       Trade Books That Repeat Phonic Elements

E.        Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness

F.        Recommended Books for Multicultural Classrooms

G.       IRA Standards for Reading Professionals

    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 future teachers to teach reading in ways that are both meaningful and reflective.

     

    This text 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.

  • 0205571123Reading and Learning to Read (Book alone), 7/E
    Vacca, Vacca, Gove, Burkey, Lenhart & McKeon
    © 2009 | Allyn & Bacon | Cloth; 624 pages | Instock
    ISBN-10: 0205571123 | ISBN-13: 9780205571123
    Brief Description

    • 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 future teachers to teach reading in ways that are both meaningful and reflective.

     

    This text 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.

  • 0137147961Reading and Learning to Read (with MyEducationLab), 7/E
    Vacca, Vacca, Gove, Burkey, Lenhart & McKeon
    © 2009 | Allyn & Bacon | Kit/Package/ShrinkWrap; 624 pages | Instock
    ISBN-10: 0137147961 | ISBN-13: 9780137147960
    Brief Description | Buy from myPearsonStore

This pioneering text, Reading and Learning to Read, Sixth Edition, emphasizes comprehensive reading instruction and remains an active learning tool that encourages future teachers to teach reading in ways that are both meaningful and reflective.

The authors of this market-leading text continue to promote a contemporary, comprehensive approach to teaching reading and writing with an emphasis on research-based best practice, integrating technology, and accommodating the needs of diverse and struggling learners. This edition maintains its focus on meeting standards—an increasingly critical topic—in new boxes connecting chapter content with standards and assessment, as well as in a wealth of practical examples and references that exemplify the IRA Standards for Reading Professionals.

TAKE A PEEK INSIDE THE SIXTH EDITION!

  • “Step-by-Step Lessons” provide a range of mini lessons that can be transferred directly to the classroom.
  • What About Standards and Assessment? sections at the ends of Chapters 3 through 15 connect chapter content to the two most important topics in reading instruction today—meeting standards and effectively assessing learning.
  • New chapter order reflects the Reading First provision of No Child Left Behind.
  • New margin icons—ELL Diversity—highlight material particularly relevant to teaching English language learners.

ONE REVIEWER SUMS IT UP!

“I believe it to offer an excellent balance between fundamental concepts guiding reading/language arts instruction and information describing “hands-on” strategies and techniques. The primary strengths of Reading and Learning to Read are the correlations with IRA Standards, the very colorful and appealing photos and figures in the artwork, the ease of reading, the organization of important information [in boxes and figures], and the handy chapter tools [chapter objectives, headings and subheadings, as well as the Teacher Action Research and the Related Websites]. The focus on Internet resources is up-to-date and relevant. In addition, the Appendices offer valuable resource information … What this text offers in the way of content that was deficient in other texts is the multitude of materials on word identification, building word concepts, and phonics instruction.”
Karen Samson, Chicago State University

View a Sample Chapter PDF: /samplechapter/0205431542.pdf

 

Sample Chapters (pdf)
 

For Elementary Reading Methods (K-8)


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    © 2006 | Allyn & Bacon | CD-ROM Only | Instock
    ISBN-10: 013172133X | ISBN-13: 9780131721333


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