Reading and Learning to Read
5th Edition
Published on 18. November 2002
Book
Hardback
656 pages
978-0-205-36111-3 (ISBN)
Description
With its balanced approach to reading instruction, Reading and Learning to Read, Fifth Edition, remains a comprehensive, active learning tool that encourages students to teach reading in ways that are both meaningful and reflective.
This text continues to promote a contemporary, balanced approach to teaching reading and writing with a renewed emphasis on integrating technology, accommodating the needs of diverse learners, and teaching the middle school young adolescent. Given the increasingly focused interest on literacy standards in the teaching of reading world wide, this edition also highlights practical examples and references that exemplify the IRA Standards for Reading Professionals. The standards as they apply to each chapter are listed at the begining of each chapter. User-friendly marginal icons highlight each of these new features, making them easy to locate for classroom discussion.
This text continues to promote a contemporary, balanced approach to teaching reading and writing with a renewed emphasis on integrating technology, accommodating the needs of diverse learners, and teaching the middle school young adolescent. Given the increasingly focused interest on literacy standards in the teaching of reading world wide, this edition also highlights practical examples and references that exemplify the IRA Standards for Reading Professionals. The standards as they apply to each chapter are listed at the begining of each chapter. User-friendly marginal icons highlight each of these new features, making them easy to locate for classroom discussion.
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 262 mm
Width: 210 mm
Thickness: 28 mm
Weight
1368 gr
ISBN-13
978-0-205-36111-3 (9780205361113)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Jo Anne L. Vacca | Richard T. Vacca | Mary K. Gove
Reading and Learning to Read
Book
05/2005
6th Edition
Pearson
€89.32
Article exhausted; check for reprint
Richard T. Vacca | Jo Anne L. Vacca | Mary K. Gove
Reading and Learning to Read, MyLabSchool Edition
Book
02/2005
5th Edition
Pearson
€100.65
Article is exhausted; no reprint
Previous edition
Richard T. Vacca | Jo Anne L. Vacca | Mary K. Gove
Reading and Learning to Read
Book
11/1999
4th Edition
Pearson
€69.32
Article exhausted; check for reprint
Content
Every chapter begins with a "Chapter Overview," "Key Terms," "Standards," and "Between the Lines." Every chapter includes a "What About Struggling Readers," "Related Web Sites," and "Teacher-Action Researcher."
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. Balanced Instruction.
Belief Systems and the Search for Balance.
Curriculum Perspectives.
Instructional Approaches.
Achieving a Balanced Literacy Program.
3. Early Literacy: From Birth to School.
Children's Development in Early Reading and Writing.
Developmentally Appropriate Practices.
4. Inviting Beginers into the Literacy Club.
Emergent Literacy Programs for Beginners.
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-Sound Information 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. Reading Comprehension.
Scaffolding the Development and Use of Comprehension Strategies.
Developing Readers' Awareness of Story Structure.
Guiding Interactions Between Reader and Text.
9. 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.
10. Reading-Writing Connections.
Relationships Between Reading and Writing.
Creating Environments for Reading and Writing.
Connecting Reading and Writing.
Establishing a Predictable Structure for Writing.
Reading-Writing-Technology Connections.
11. Bringing Children and Literature Together.
Supporting a Community of Readers.
Surrounding Children with Literature.
Organizing for Literature-Based Instruction.
Encouraging Responses to Literature.
12. Basal Readers and Instructional Materials.
Historical Background.
Characteristics of Basal Readers.
Making Instructional Decisions.
Instructional Materials.
13. 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.
14. Meeting the Literacy Needs of Diverse Learners.
The Complexity of Diversity in Literacy Classrooms.
Linguistic Diversity in Literacy Classrooms.
Cultural Diversity in Literacy Classrooms.
Academic and Cognitive Diversity in Literacy Classrooms.
15. Managing and Organizing an Effective Classroom.
Improving Instruction.
Individualizing Instruction.
Putting It All Together: Organizing a Classroom Community.
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. Balanced Instruction.
Belief Systems and the Search for Balance.
Curriculum Perspectives.
Instructional Approaches.
Achieving a Balanced Literacy Program.
3. Early Literacy: From Birth to School.
Children's Development in Early Reading and Writing.
Developmentally Appropriate Practices.
4. Inviting Beginers into the Literacy Club.
Emergent Literacy Programs for Beginners.
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-Sound Information 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. Reading Comprehension.
Scaffolding the Development and Use of Comprehension Strategies.
Developing Readers' Awareness of Story Structure.
Guiding Interactions Between Reader and Text.
9. 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.
10. Reading-Writing Connections.
Relationships Between Reading and Writing.
Creating Environments for Reading and Writing.
Connecting Reading and Writing.
Establishing a Predictable Structure for Writing.
Reading-Writing-Technology Connections.
11. Bringing Children and Literature Together.
Supporting a Community of Readers.
Surrounding Children with Literature.
Organizing for Literature-Based Instruction.
Encouraging Responses to Literature.
12. Basal Readers and Instructional Materials.
Historical Background.
Characteristics of Basal Readers.
Making Instructional Decisions.
Instructional Materials.
13. 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.
14. Meeting the Literacy Needs of Diverse Learners.
The Complexity of Diversity in Literacy Classrooms.
Linguistic Diversity in Literacy Classrooms.
Cultural Diversity in Literacy Classrooms.
Academic and Cognitive Diversity in Literacy Classrooms.
15. Managing and Organizing an Effective Classroom.
Improving Instruction.
Individualizing Instruction.
Putting It All Together: Organizing a Classroom Community.