Reading and Learning to Read

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 ReadingChapter 2 Approaches to Reading InstructionChapter 3 Meeting the Literacy Needs of Diverse LearnersChapter 4 Foundations of Language and LiteracyChapter 5 Assessing Reading PerformanceChapter 6 Word IdentificationChapter 7 Reading FluencyChapter 8 Vocabulary Knowledge and Concept DevelopmentChapter 9 Comprehending Narrative TextChapter 10 Comprehending Informational TextChapter 11 Reading—Writing ConnectionsChapter 12 Bringing Children and Text TogetherChapter 13 Instructional MaterialsTable of Contents FeaturesPreface Knowledge and Beliefs About Reading The Importance of Belief Systems Different Beliefs, Different Instructional Decisions Differing Instructional DecisionsReading Instruction and Teachers’ Belief SystemsNational InitiativesTeacher PreparationTransliteracyMultiple Approaches to Reading InstructionHow Teachers Come to Know About Reading and Learning to Read Constructing Personal KnowledgeConstructing Practical KnowledgeConstructing Professional Knowledge and ExpertisePerspectives on Learning to Read Cognitive Insights into Reading and Learning to Read The Alphabetic Principle and Learning to ReadSchema Theory and Reading ComprehensionMetacognition and LearningReading from a Language Perspective Psycholinguistics and ReadingSociolinguistics and ReadingModels of Reading Bottom-Up ModelsTop-Down Models Interactive ModelsRTI for Struggling ReadersWhat About: Standards, Assessment, and Knowledge and Beliefs about Reading? SummaryTeacher Action ResearchThrough the Lens of the Common CoreApproaches to Reading Instruction Belief Systems and Approaches to Literacy Instruction Beliefs About ReadingCurriculum Perspectives Bottom-Up Curricula Readers and TextbooksTop-Down Curricula Classroom Conditions for LearningInstructional Approaches The Basal Reading ApproachThe Language-Experience ApproachLiterature-Based Instruction ApproachesTechnology-Based Instruction Technology-Based InstructionalConsiderationsIndividualizing InstructionThe Integrated ApproachExpertise Matters More than ApproachRTI for Struggling ReadersWhat About: Standards, Assessment, and Approaches to Reading Instruction? SummaryTeacher Action ResearchThrough the Lens of the Common CoreMeeting the Literacy Needs of Diverse Learners Linguistic Diversity in Literacy Classrooms Instructional Beliefs About Linguistic DiversityInstructional Principles for Students Speaking Diverse Languages and DialectsInstructional Strategies for Students Speaking Diverse Languages Sheltered English AdaptationsInstructional ConversationsResponse ProtocolWordless BooksContent Area PracticesDialects Code-SwitchingDialectical MiscuesCultural Diversity in Literacy Classrooms Instructional Beliefs About Cultural DiversityInstructional Principles for Students from Diverse CulturesInstructional Strategies for Culturally Diverse Students Determining Cultural ExpectationsBackground Knowledge and MotivationUsing Culturally Responsive Read-AloudsChoosing Quality Multicultural LiteratureFostering Ethnic, National, and Global IdentificationTechnology-Enhanced InstructionAcademic and Cognitive Diversity in Literacy Classrooms Instructional Beliefs About Academic and Cognitive DiversityInstructional Principles for Academic and Cognitive Diversity InclusionCurriculum CompactingDifferentiated InstructionInstructional Strategies for Students with Diverse Academic and Cognitive Abilities Multisensory Phonics StrategiesTechnology-Based Diagnostic StrategiesInquiry LearningTransliteraciesRTI for Struggling ReadersWhat About: Standards, Assessment, and Diversity? SummaryTeacher Action ResearchThrough the Lens of the Common CoreFoundations of Language and Literacy Literacy Development How Oral Language DevelopsHow Reading Develops Phase 1: Awareness and ExplorationPhase 2: Experimental Reading and WritingPhase 3: Early Reading and WritingPhase 4: Transitional Reading and WritingPhase 5: Independent and Productive Reading and WritingHow Writing Develops The Importance of ScribblingOral Language and VocabularyPhonological AwarenessAlphabet KnowledgeDevelopmental WritingPrint KnowledgeLiterate Learning Environments Creating Literate Learning Environments at HomeCreating Literate Environments in the Classroom Design of the Classroom EnvironmentLiteracy-Related Play CentersFacilitating Language and Literacy Learning About Literacy Through BooksStorybooksNonfiction BooksBig BooksE-BooksClass-Made BooksSteps to Follow in Producing Language-Experience Stories Having Students Dictate StoriesLearning About the Relationships Between Speech and PrintLearning About Features of Written LanguageLearning About Letters and Sounds Recognizing LettersPhonological AwarenessPhonemic Awareness Developing Phonemic Awareness in ChildrenAssessing Language and Literacy in Young Children Assessing Print KnowledgeAssessing Alphabet KnowledgeAssessing Phonological Awareness and Phonemic AwarenessAssessing Developmental WritingRTI for Struggling ReadersWhat About: Standards, Assessment, and Beginning Readers and Writers? SummaryTeacher Action ResearchThrough the Lens of the Common CoreAssessing Reading Performance Toward a Collaborative Framework for Decision MakingTrends in Assessment High-Stakes TestingAuthentic AssessmentTechnology in AssessmentFormal Assessment Standardized Tests Types of Test ScoresTypes of TestsUses of Standardized Test ResultsCriterion-Referenced TestsInformal Assessment Informal Reading Inventories Administering an IRIRecording Oral Reading ErrorsDetermining Reading LevelsAnalyzing Oral Reading MiscuesRunning Records Administering a Running RecordAnalyzing Running RecordsKidwatching While Teaching Anecdotal NotesChecklistsInterviewingOther Informal AssessmentsPortfolio Assessment Essential Elements of PortfoliosImplementing Portfolios in the ClassroomAssessment Today and TomorrowRTI for Struggling ReadersWhat About: Standards, Assessment, and Reading Performance? SummaryTeacher Action ResearchThrough the Lens of the Common CoreWord Identification Defining Word IdentificationPhases of Development in Children’s Ability to Identify WordsApproaches and Guidelines for Teaching Phonics Traditional Approaches Analytic Phonics InstructionSynthetic Phonics InstructionSyllablesContemporary Approaches Analogy-Based Phonics InstructionEmbedded Phonics InstructionGuidelines for Contemporary Phonics InstructionStrategies for Teaching Phonics Consonant-Based Strategies Multisensory ActivitiesConsonant SubstitutionFlip BooksMaking WordsWord LaddersCube WordsAnalogic-Based Strategies PoetryMaking and Writing Words Using Letter PatternsSpelling-Based Strategies Word BanksWord WallsWord SortingUsing Meaning and Letter–Sound Information to Identify Words Strategies for Teaching Context Cloze PassagesCloze with Choices GivenGuessing GamesSemantic Gradients and Context CluesCross-Checking and Self-Monitoring StrategiesUsing Structural Analysis to Identify Words Strategies for Teaching Structural Analysis Word Study NotebookWall Chart CarouselCompound Word CupsContraction SearchRapid Recognition of Words High-Frequency WordsTeaching Function Words Incremental RehearsalLanguage-Experience StrategyWord WallsEnvironmental PrintWord GamesLiterature and PoetryTeaching Key Words Group Activities with Key WordsOrganizing Word Identification Instruction Principle 1Principle 2Principle 3Balancing Word Identification InstructionRTI for Struggling ReadersWhat About: Standards, Assessment, and Word Identification? SummaryTeacher Action ResearchThrough the Lens of the Common CoreReading Fluency Defining Oral Reading Fluency Accuracy in Word DecodingAutomatic ProcessingProsodyPredictability of Reading MaterialsDeveloping Oral Reading Fluency Strategies for Groups of Students Choral ReadingEcho ReadingFluency-Oriented Reading Instruction (FORI)