x

Our Privacy Policy has changed. By using this site, you agree to the Privacy Policy.

Reading and Learning to Read (with MyEducationLab)

ISBN-10: 0137147961
ISBN-13: 9780137147960
Edition: 7th 2009
List price: $143.87 Buy it from $3.00
This item qualifies for FREE shipping

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy

Used Starting from $63.83
what's this?
Rush Rewards U
Members Receive:
coins
coins
You have reached 400 XP and carrot coins. That is the daily max!

Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Add to cart
Study Briefs
Periodic Table Online content $4.95 $1.99
Add to cart
Study Briefs
Careers in Legal Assisting Online content $4.95 $1.99

Customers also bought

Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading

Book details

List price: $143.87
Edition: 7th
Copyright year: 2009
Publisher: Allyn & Bacon, Incorporated
Publication date: 4/9/2008
Binding: Mixed Media
Pages: 624
Size: 8.75" wide x 11.00" long x 1.25" tall
Weight: 3.586
Language: English

Vacca
Features
Preface
Knowledge and Beliefs About Reading
The Importance of Belief Systems
Different Beliefs, Different Instructional Decisions
Reading Instruction and Teachers' Belief Systems
How Teachers Come to Know About Reading and Learning to Read
Constructing Personal Knowledge
Constructing Practical Knowledge
Constructing Professional Knowledge and Expertise
Cognitive Insights into Reading and Learning to Read
The Alphabetic Principle and Learning to Read
Schema Theory and Reading Comprehension
Metacognition and Learning
Self-Knowledge
Task Knowledge
Self-Monitoring
Reading from a Language Perspective
Psycholinguistics and Reading
Graphophonemic System
Syntactic System
Semantic System
Sociolinguistics and Reading
Models of Reading
Bottom-Up Models
Top-Down Models
Interactive Models
What About Struggling Readers and Teachers' Knowledge and Beliefs About Reading?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Approaches to Reading Instruction
Belief Systems and Approaches to Literacy Instruction
Beliefs About Reading Interview
Theoretical Orientation to Reading Profile
Curriculum Perspectives
Bottom-Up Curricula
Readers and Textbooks
The First-Grade Studies
Top-Down Curricula
Some Principles Underlying Top-Down Practices
Classroom Conditions For Learning
Instructional Approaches
The Basal Reading Approach
The Language-Experience Approach
Integrated Language Arts
Literature-Based Instruction
Technology-Based Instruction
Approaches and Strategies in Comprehensive Instruction
What About Struggling Readers and Approaches to Literacy Instruction?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Meeting the Literacy Needs of Diverse Learners
The Complexity of Diversity in Literacy Classrooms
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
Reading and Writing Practices
Content Area Practices
Thematic Teaching
Dialects and Reading Strategies
Background Knowledge and Motivation
Culturally Relevant Materials and Motivation
Dialectical Miscues
Using Language Experience
Cultural Diversity in Literacy Classrooms
Instructional Beliefs About Cultural Diversity
Instructional Principles for Students from Diverse Cultures
Instructional Strategies for Culturally Diverse Students
Consider Yourself And Your Own Beliefs And Experiences With Other Cultures
Determining Cultural Expectations
Validating Each Child's Experience
Fostering Ethnic, National, and Global Identification
Collaborative Communities
Technology-Enhanced Instruction
Image Making
Choosing Quality Multicultural Literature
Academic and Cognitive Diversity in Literacy Classrooms
Instructional Beliefs About Academic and Cognitive Diversity
Instructional Principles for Academic and Cognitive Diversity
Inclusion
Curriculum Compacting
Literacy Coaches
Instructional Strategies for Students with Diverse Academic and Cognitive Abilities
Inquiry Learning
Differentiated Instruction
New Literacies
Response To Intervention (Rti)
Programs and Strategies for Struggling Readers Who Are Academically and Cognitively Diverse
What About Struggling Readers and Their Diverse Academic and Cognitive Needs?
What About Standards, Assessment, and Diversity?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Early Literacy: From Birth to School
Children's Development in Early Reading and Writing
Phases of Literacy Development
How Reading Develops
The Importance Of Family Interactions
The Importance Of Literate Environments
How Writing Develops
The Importance Of Scribbling
The Importance Of Invented Spelling
Advantages Of Invented Spelling
Developmentally Appropriate Practices
Creating Literate Learning Environments
Designing Literacy-Related Play Centers
Exploring Print Through Language Experiences
Talking, Creating, Singing, And Dancing
Role Playing And Drama
Reading to Children
Sharing Books
Repeating The Reading Of Favorite Stories
Providing Assistance As Needed
What About Struggling Readers and Early Literacy?
What About Standards, Assessment, and Early Literacy?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Inviting Beginners into the Literacy Club
Emergent Literacy Programs for Beginners
Learning Literacy Through Storybooks
Big Books in U.S. Classrooms
Interactive Reading and Writing
Interactive Reading
Interactive Writing
Learning About the Relationships Between Speech and Print
Understanding the Uses of Written Language
Perpetuating Uses
Regulatory, Authoritative-Contractual Uses
Instrumental Uses
Diversion Uses
Personal Uses
Connecting Speech and Print Through Language Experience
Steps To Follow In Producing Languageexperience Stories
The Value Of Language Experience
Learning About Features of Written Language
Linguistic Awareness
The Concepts About Print Test
Observing Children's Emerging Literacy Accomplishments
Learning About Letters and Sounds
Recognizing Letters
Developing Phonemic Awareness
Developing Phonemic Awareness In Children
Assessing Phonemic Awareness
What About Struggling Readers and the Literacy Club?
What About Standards, Assessment, and the Literacy Club?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Assessing Reading Performance
Toward a Corroborative Framework for Decision Making
Trends in Assessment
High-Stakes Testing
Authentic 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
Portfolio Assessment
Essential Elements of Portfolios
Implementing Portfolios in the Classroom
Kidwatching While Teaching
Anecdotal Notes
Checklists
Interviewing
Assessment Today and Tomorrow
What About Struggling Readers and Assessing Reading Performance?
What About Standards, Assessment, and Reading Performance?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
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
Linguistic Phonics Instruction
Contemporary Approaches
Analogy-Based Instruction
Spelling-Based Instruction
Embedded Phonics Instruction
Guidelines For Contemporary Phonics Instruction
Strategies for Teaching Phonics
Consonant-Based Strategies
Letter Actions
Favorite Foods
Consonant Substitution
Flip Books
Making Words
Making And Writing Words
Cube Words
Digraph And Blend Actions And Food Associations
Digraph Tongue Twisters
Analogy-Based Strategies
The Analogy Strategy
Rimes In Nursery Rhymes
Making And Writing Words Using Letter Patterns
Hink Pinks
Spelling-Based Strategies
Word Banks
Word Walls
Word Sorting
Have-A-Go
Using Meaning and Letter-Sound Information to Identify Words
Strategies for Teaching Context
Modified Cloze Passages
Cloze With Choices Given
Guessing Games
Inferring Word Meanings Through 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
Strategies for Teaching Function Words
Language-Experience Strategy
Word Walls
Environmental Print
Word Games
Literature And Poetry
Teaching Key Words
Group Activities With Key Words
Balancing Word Identification Instruction
What About Struggling Readers and Word Identification?
What About Standards, Assessment, and Word Identification?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Reading Fluency
Defining Oral Reading Fluency
Immediate Word Identification
Automaticity
Predictability of Reading Materials
Developing Oral Reading Fluency
Repeated Readings
Paired Repeated Readings
Peer Tutoring
Automated Reading
Choral Reading
Reader's Theater
Involving Parents
Routines for Fluency Development
Monitoring Oral Reading Fluency
Developing Silent Reading Fluency
Sustained Silent Reading
Putting SSR into Action
What About Struggling Readers and Reading Fluency?
What About Standards, Assessment, and Reading Fluency?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Vocabulary Knowledge and Concept Development
The Relationship Between Vocabulary and Comprehension
Experiences, Concepts, and Words
Words as Labels for Concepts
Words and Concepts: A Closer Look
Class, Example, and Attribute Relationships
Principles to Guide Vocabulary Instruction
Select Words That Children Will Encounter While Reading Literature and Content Material
Key Words
Useful Words
Interesting Words
Vocabulary-Building Words
Teach Words in Relation to Other Words
Teach Students to Relate Words to Their Background Knowledge
Teach Words in Prereading Activities to Activate Knowledge and Use Them in Postreading Discussion, Response, and Retelling
Teach Words Systematically and in Depth
Awaken Interest in and Enthusiasm for Words
Best Practice: Strategies for Vocabulary and Concept Development
Relating Experiences to Vocabulary Learning
Using Context for Vocabulary Growth
Developing Word Meanings
Synonyms
Antonyms
Multiple-Meaning Words
Classifying and Categorizing Words
Word Sorts
Categorization
Concept Circles
Semantic Mapping
Analogies
Paired-Word Sentence Generation
Developing Word Meanings Through Stories and Writing
Semantic Analysis To Writing
Predictogram
Developing Independence in Vocabulary Learning
Dictionary Usage
Self-Selection Strategy
Word Knowledge Rating
What About Struggling Readers and Vocabulary Knowledge?
What About Standards, Assessment, and Vocabulary Knowledge?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Reading Comprehension
Scaffolding the Development and Use of Comprehension Strategies
Active Comprehension and Asking Questions
Reciprocal Questioning (ReQuest)
Question-Answer Relationships (QARs)
Questioning the Author (QtA)
Reciprocal Teaching
Think-Alouds
Developing Readers' Awareness of Story Structure
Elements in a Story
Mapping a Story for Instructional Purposes
Building a Schema for Stories
Read, Tell, And Perform Stories In Class
Don't Teach The Language Of Story Grammar As An End In Itself
Show Relationships Among Story Parts
Reinforce Story Knowledge Through Instructional Activities
Guiding Interactions Between Reader and Text
Directed Reading-Thinking Activity
KWL (What Do You Know? What Do You Want to Find Out? What Did You Learn?)
Discussion Webs
Story Impressions
Reading Comprehension and the Web
What About Struggling Readers and Reading Comprehension?
What About Standards, Assessment, and Reading Comprehension?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Reading-Writing Connections
Relationships Between Reading and Writing
Creating Environments for Reading and Writing
Connecting Reading and Writing
Using Journals (and E-Mail Correspondence) for Written Conversation
Dialogue Journals
Buddy Journals
Electronic Mail (E-Mail) Conversations
Using Journals to Explore Texts
Double-Entry Journals
Reading Journals
Response Journals
Alternative Strategies That Motivate Students to Write
Gathering Ideas
Multigenre Projects
Writing Notification
Plot Scaffolds
Establishing a Predictable Structure for Writing
Organizing the Writing Workshop
Guiding Writing (and Observing Reading)
Rehearsing
Drafting
Revising
Editing
Publishing
Reading-Writing-Technology Connections
Word Processing
Desktop Publishing and Multimedia Authoring
Children's Books and Technology
What About Struggling Readers and Reading-Writing Connections?
What About Standards, Assessment, and Reading-Writing Connections?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Bringing Children and Literature Together
Supporting a Community of Readers
Surrounding Children with Literature
Selecting a Classroom Collection of Books
Choosing Classroom Literature
Determining Good Literature
Literature With Multicultural Perspectives
Why Multicultural Literature?
Criteria For Selecting Multicultural Literature
Designing The Classroom Library
Listening to Literature
Choosing Literature To Read Aloud
Preparing To Read Aloud
Setting The Mood
Introducing The Story
Activities After Reading Aloud
Allowing Others To Present Literature
Storytelling
Selecting The Story To Tell
Preparing A Story For Telling
Helping Children Select Books
Organizing for Literature-Based Instruction
Core Books
Literature Units
Reading Workshops
Sparking Interest
Minilessons
Status-Of-The-Class Report
Sustained Silent Reading
Individual Reading Conferences
Group Sharing Time
Literature Circles
Student-Led Literature Circles: How And What To Share
Adapting Literature Circles For The Primary Grades
Integration Of The Internet
Encouraging Responses to Literature
Sparking Discussion with Book Talks
Engaging in Free Response
Exploring Response Options in Literature Journals
What About Struggling Readers and Literature?
What About Standards, Assessment, and Literature?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Basal Readers and Instructional Materials
The First Basals
Basal Programs Today
Characteristics of Basal Readers
Appearance
Illustrations
Stereotyping
Language Style
Workbooks
Lesson Framework
Motivation And Background Building
Guided Reading (Silent And Oral)
Skill Development And Practice
Follow-Up And Enrichment
Making Instructional Decisions
Modifying Lessons
Instructional Materials
Electronic Materials
World Wide Web
E-Mail, Discussion Groups, And Blogs
Word Processors
Software Programs
Electronic Books
Educational Games
Beliefs About Reading and Instructional Materials
Selecting Reading Materials
Evaluating Reading Materials
What About Struggling Readers and the Basal Reader?
What About Standards, Assessment, and the Basal Reader?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Making the Transition to Content Area Texts
Why Are Content Area Textbooks Difficult?
Factors in Judging the Difficulty of Textbooks
How Difficult Is The Text To Understand?
How Usable Is The Text?
How Interesting Is The Text?
Readability
Limitations
Fry Readability Graph
Using Literature and Nonfiction Trade Books Across the Curriculum
Some Uses and Benefits of Literature and Nonfiction Trade Books
Intense Involvement
Schema Building
Abilities And Interests
Vocabulary Building
Planning to Use Literature and Informational Text in Content Area Learning
The Single-Discipline Model
The Interdisciplinary Model
The Integrative Literature Model
Additional Considerations for Implementing Literature and Informational Text in the Content Areas
Informational Text Types
Reading The Texts
Strategies For Teaching Reading Comprehension With Informational Texts
Learning with Electronic Texts
Strategies Before Reading
Previewing and Skimming
Skimming
Organizers
Anticipation Guides
Brainstorming
Extending Content Learning Through Reading and Writing
Point-of-View Guides
Idea Circles
Curriculum-Based Reader's Theater
I-Charts
Internet Inquiry
What About Struggling Readers and Content Area Texts?
What About Standards, Assessment, and Content Area Texts?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Managing and Organizing an Effective Classroom
Improving Instruction
Classroom Teachers of Reading
Standards
Instructional Practices
Collaborative and Cooperative Learning
Cooperative Learning And The Teacher's Role
Explicit Instruction And The Teacher's Role
Individualizing Instruction
What Is Individualized Instruction in Reading?
Influences of Individualized Instruction
Groups
Materials
Putting It All Together: Organizing a Classroom Community
Multiage Classrooms
Creating a Physical Environment
Learning Centers
Room Diagrams
Student Schedules
Record Keeping
Portfolio Systems
Technology in the Literate Classroom
Technology-Based Instructional Considerations
What About Struggling Readers and Managing and Organizing an Effective Classroom?
What About Standards, Assessment, and Managing and Organizing an Effective Classroom?
Summary
Teacher Action Research
Related Web Sites
MyEducationLab
Beliefs About Reading Interview
The DeFord Theoretical Orientation to Reading Profile (TORP)
Reading and Writing Accomplishments of Young Children by Grade Level
Trade Books That Repeat Phonic Elements
Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness
Recommended Books for Multicultural Reading Experiences
International Reading Association Standards for Reading Professionals
Glossary
References
Name Index
Subject Index

×
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.

×