Overview

Revel™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience—for less than the cost of a traditional textbook. With a focus on helping elementary reading teachers master teaching skills that will help all children succeed, REVEL for Reading and Learning to Read includes philosophies, teaching strategies, and assessment practices reflecting and underscoring the concepts of evidence-based reading research and data-driven decision-making. The new 10th Edition is completely up to date; integrates the 2017 ILA Standards and Common Core State Standards (CCSS) initiative throughout the text; features the English Language Arts (ELA) standards respectively as they relate to the content in each chapter; and continues the focus on the applications of technology to literacy instruction, including new coverage of how transliteracies are transforming the way children comprehend and express their understanding of the world. NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.     

Full Product Details

Author:   Jo Anne Vacca ,  Richard Vacca ,  Mary Gove ,  Linda Burkey
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   10th edition
Dimensions:   Width: 19.60cm , Height: 0.20cm , Length: 25.10cm
Weight:   0.045kg
ISBN:  

9780134447735

ISBN 10:   0134447735
Pages:   608
Publication Date:   08 March 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Undefined
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Brief Contents Chapter 1 Knowledge and Beliefs about Reading Chapter 2 Approaches to Reading Instruction Chapter 3 Meeting the Literacy Needs of Diverse Learners Chapter 4 Foundations of Language and Literacy Chapter 5 Assessing Reading Performance Chapter 6 Word Identification Chapter 7 Reading Fluency Chapter 8 Vocabulary Knowledge and Concept Development Chapter 9 Comprehending Narrative Text Chapter 10 Comprehending Informational Text Chapter 11 Reading—Writing Connections Chapter 12 Bringing Children and Text Together Chapter 13 Instructional Materials Table of Contents Features Preface Knowledge and Beliefs About Reading The Importance of Belief Systems Different Beliefs, Different Instructional Decisions Differing Instructional Decisions Reading Instruction and Teachers’ Belief Systems National Initiatives Teacher Preparation Transliteracy Multiple Approaches to Reading Instruction How Teachers Come to Know About Reading and Learning to Read Constructing Personal Knowledge Constructing Practical Knowledge Constructing Professional Knowledge and Expertise Perspectives on Learning to Read Cognitive Insights into Reading and Learning to Read The Alphabetic Principle and Learning to Read Schema Theory and Reading Comprehension Metacognition and Learning Reading from a Language Perspective Psycholinguistics and Reading Sociolinguistics and Reading Models of Reading Bottom-Up Models Top-Down Models Interactive Models RTI for Struggling Readers What About: Standards, Assessment, and Knowledge and Beliefs about Reading? Summary Teacher Action Research Through the Lens of the Common Core Approaches to Reading Instruction Belief Systems and Approaches to Literacy Instruction Beliefs About Reading Curriculum Perspectives Bottom-Up Curricula Readers and Textbooks Top-Down Curricula Classroom Conditions for Learning Instructional Approaches The Basal Reading Approach The Language-Experience Approach Literature-Based Instruction Approaches Technology-Based Instruction Technology-Based Instructional Considerations Individualizing Instruction The Integrated Approach Expertise Matters More than Approach RTI for Struggling Readers What About: Standards, Assessment, and Approaches to Reading Instruction? Summary Teacher Action Research Through the Lens of the Common Core Meeting the Literacy Needs of Diverse Learners Linguistic Diversity in Literacy Classrooms Instructional Beliefs About Linguistic Diversity Instructional Principles for Students Speaking Diverse Languages and Dialects Instructional Strategies for Students Speaking Diverse Languages Sheltered English Adaptations Instructional Conversations Response Protocol Wordless Books Content Area Practices Dialects Code-Switching Dialectical Miscues Cultural Diversity in Literacy Classrooms Instructional Beliefs About Cultural Diversity Instructional Principles for Students from Diverse Cultures Instructional Strategies for Culturally Diverse Students Determining Cultural Expectations Background Knowledge and Motivation Using Culturally Responsive Read-Alouds Choosing Quality Multicultural Literature Fostering Ethnic, National, and Global Identification Technology-Enhanced Instruction Academic and Cognitive Diversity in Literacy Classrooms Instructional Beliefs About Academic and Cognitive Diversity Instructional Principles for Academic and Cognitive Diversity Inclusion Curriculum Compacting Differentiated Instruction Instructional Strategies for Students with Diverse Academic and Cognitive Abilities Multisensory Phonics Strategies Technology-Based Diagnostic Strategies Inquiry Learning Transliteracies RTI for Struggling Readers What About: Standards, Assessment, and Diversity? Summary Teacher Action Research Through the Lens of the Common Core Foundations of Language and Literacy Literacy Development How Oral Language Develops How Reading Develops Phase 1: Awareness and Exploration Phase 2: Experimental Reading and Writing Phase 3: Early Reading and Writing Phase 4: Transitional Reading and Writing Phase 5: Independent and Productive Reading and Writing How Writing Develops The Importance of Scribbling Oral Language and Vocabulary Phonological Awareness Alphabet Knowledge Developmental Writing Print Knowledge Literate Learning Environments Creating Literate Learning Environments at Home Creating Literate Environments in the Classroom Design of the Classroom Environment Literacy-Related Play Centers Facilitating Language and Literacy Learning About Literacy Through Books Storybooks Nonfiction Books Big Books E-Books Class-Made Books Steps to Follow in Producing Language-Experience Stories Having Students Dictate Stories Learning About the Relationships Between Speech and Print Learning About Features of Written Language Learning About Letters and Sounds Recognizing Letters Phonological Awareness Phonemic Awareness Developing Phonemic Awareness in Children Assessing Language and Literacy in Young Children Assessing Print Knowledge Assessing Alphabet Knowledge Assessing Phonological Awareness and Phonemic Awareness Assessing Developmental Writing RTI for Struggling Readers What About: Standards, Assessment, and Beginning Readers and Writers? Summary Teacher Action Research Through the Lens of the Common Core Assessing Reading Performance Toward a Collaborative Framework for Decision Making Trends in Assessment High-Stakes Testing Authentic Assessment Technology in Assessment Formal Assessment Standardized Tests Types of Test Scores Types of Tests Uses of Standardized Test Results Criterion-Referenced Tests Informal Assessment Informal Reading Inventories Administering an IRI Recording Oral Reading Errors Determining Reading Levels Analyzing Oral Reading Miscues Running Records Administering a Running Record Analyzing Running Records Kidwatching While Teaching Anecdotal Notes Checklists Interviewing Other Informal Assessments Portfolio Assessment Essential Elements of Portfolios Implementing Portfolios in the Classroom Assessment Today and Tomorrow RTI for Struggling Readers What About: Standards, Assessment, and Reading Performance? Summary Teacher Action Research Through the Lens of the Common Core Word Identification Defining Word Identification Phases of Development in Children’s Ability to Identify Words Approaches and Guidelines for Teaching Phonics Traditional Approaches Analytic Phonics Instruction Synthetic Phonics Instruction Syllables Contemporary Approaches Analogy-Based Phonics Instruction Embedded Phonics Instruction Guidelines for Contemporary Phonics Instruction Strategies for Teaching Phonics Consonant-Based Strategies Multisensory Activities Consonant Substitution Flip Books Making Words Word Ladders Cube Words Analogic-Based Strategies Poetry Making and Writing Words Using Letter Patterns Spelling-Based Strategies Word Banks Word Walls Word Sorting Using Meaning and Letter–Sound Information to Identify Words Strategies for Teaching Context Cloze Passages Cloze with Choices Given Guessing Games Semantic Gradients and Context Clues Cross-Checking and Self-Monitoring Strategies Using Structural Analysis to Identify Words Strategies for Teaching Structural Analysis Word Study Notebook Wall Chart Carousel Compound Word Cups Contraction Search Rapid Recognition of Words High-Frequency Words Teaching Function Words Incremental Rehearsal Language-Experience Strategy Word Walls Environmental Print Word Games Literature and Poetry Teaching Key Words Group Activities with Key Words Organizing Word Identification Instruction Principle 1 Principle 2 Principle 3 Balancing Word Identification Instruction RTI for Struggling Readers What About: Standards, Assessment, and Word Identification? Summary Teacher Action Research Through the Lens of the Common Core Reading Fluency Defining Oral Reading Fluency Accuracy in Word Decoding Automatic Processing Prosody Predictability of Reading Materials Developing Oral Reading Fluency Strategies for Groups of Students Choral Reading Echo Reading Fluency-Oriented Reading Instruction (FORI)

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Author Information

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!

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