Reading & Learning to Read, with REVEL -- Access Card Package, 10th Edition
- By Jo Anne L. Vacca, Richard T. Vacca, Mary K. Gove, Linda C. Burkey, Lisa A. Lenhart, Christine A. McKeon
- Pub. Date: Jun 15, 2017 by Pearson.
- ISBN-10: 0-13-451768-7
- ISBN-13: 978-0-13-451768-1
List Price: $102.67
Dynamic content designed for the way today's students read, think, and learn
- Integrated within the narrative, videos and interactives empower students to engage with concepts and take an active role in learning. REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, and its videos are brief, so students stay focused and on task.
Located throughout REVEL, quizzing affords students opportunities to check their understanding at regular intervals before moving on.
REVEL’s writing functionality enables educators to integrate writing—among the best ways to foster and assess critical thinking—into the course without significantly impacting their grading burden. Self-paced Journaling Prompts throughout the narrative encourage students to express their thoughts without breaking stride in their reading.
The REVEL mobile app lets students read, practice, and study—anywhere, anytime, on any device. Content is available both online and offline, and the app syncs work across all registered devices automatically, giving students great flexibility to toggle between phone, tablet, and laptop as they move through their day. The app also lets students set assignment notifications to stay on top of all due dates.
REVEL’s Blackboard Learn™ integration provides institutions, instructors, and students easy access to their REVEL courses. With single sign-on, students can be ready to access REVEL’s interactive blend of authors' narrative, media, and assessment on their first day. Flexible, on-demand grade synchronization capabilities allow educators to control exactly which REVEL grades should be transferred to the Blackboard Gradebook.
Highlighting, note taking, and a glossary let students read and study however they like. Educators can add notes for students, too, including reminders or study tips.
Superior assignability and tracking tools that help educators make sure students are completing their reading and understanding core concepts
- REVEL’s assignment calendar allows educators to indicate precisely which readings must be completed on which dates. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class. When they understand exactly what is expected of them, students are better motivated to keep up.
REVEL’s performance dashboard empowers educators to monitor class assignment completion as well as individual student achievement. Actionable information, such as points earned on quizzes and tests and time on task, helps educators intersect with their students in meaningful ways. For example, the trending column reveals whether students' grades are improving or declining, helping educators to identify students who might need help to stay on track.
Additionally, REVEL for Reading and Learning to Read offers:
- Philosophies, teaching strategies, and assessment practices reflecting the concepts that represent today’s literacy focus: evidence-based reading research, the essential components of reading instruction, and data-driven decision making.
- NEW! Video links throughout each chapter show the concepts in action.
- NEW! A focus on standards
- The 2017 ILA Standards and CCSS are integrated throughout the text.
- Each chapter features the English Language Arts (ELA) standards respectively as they relate to the chapter content.
- Through the Lens of the Common Core features at the end of each chapter encourage readers to connect chapter content to the common core.
- A critical look at legislative influences, standards for reading professionals, and research-based practices
- UPDATED. New strategies reflect alternative reading methodologies the authors consider to be best practices.
- UPDATED. Students' Voices on reading and learning to read are updated to support these practices.
- Research-Based Practices boxes throughout the text highlight relevant research that is supported by theoretically sound rationales and/or evidence-based research. These boxes provide general suggestions, strategies, and approaches that are supported by theory or scientific research for reading instruction.
A continuing focus on the applications of technology to literacy instruction.
- NEW! Coverage of transliteracies shows how the concept goes beyond linear print to include knowledge of fluid print, such as hypertext, graphic design, visual literacy, music, and film interpretation.
- Transliteracy Boxes provide understanding of traditional literacy components alongside the nuances that living in a touchscreen world brings. Included are explanations of how readers learn with and use technology, plus suggestions for teaching.
Encourages maximum learning and retention of key concepts through highly motivating features.
- In This Chapter You Will Discover How to... features begin each chapter as advanced organizers for critical thinking and reflective reading.
Activating Your Schema features provide questions that encourage readers to think about their own experiences as they related to their futures as reading and writing teachers.
NEW! Check Your Understanding features help support readers’ understanding and development as literacy professionals.
Readers are asked a series of questions to encourage reflection on the text and to help make connections with the content.
NEW! Instructional Decision Making features encourage readers to review assessment data, interpret the data, and make instructional decisions.
Viewpoint Boxes introduce students to the research and opinions of respected educators, researchers, and authors.
What About Standards, Assessment, and Reading Performance features at the end of each chapter connect standards and assessment to the chapter topic.
Chapter summaries align with learning outcomes presented at the beginning of the chapter.
Teacher Action Research features challenge readers to think critically about chapter content.
Step-by-step lesson plans include information students can take into their futures as educators.
NEW! Update boxes throughout each chapter bring currency to the key topics.
NEW! Dedicated coverage of struggling learners
RTI for Struggling Readers features at the end of each chapter connect RTI to the chapter topic. Readers gain a better understanding Response to Intervention (RTI) and how to use it effectively.
Highlights the essential components of effective literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and demonstrates how each component can be taught within meaningful contexts
Highlights elements of managing and organizing effective language arts classrooms.
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: This package includes access to a REVEL access card that will provide access to the REVEL version of this title. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.
0134517687 / 9780134517681 REVEL for Reading & Learning to Read with Loose-Leaf Version--Access Card Package, 10/e
Package consists of:
0134447735 / 9780134447735 Reading & Learning to Read, 10e -- REVEL Access Card
0134447832 / 9780134447834 Reading & Learning to Read, 10e -- Loose Leaf Version
Table of Contents
Chapter 1 Knowledge and Beliefs about Reading 1
Chapter 2 Approaches to Reading Instruction 31
Chapter 3 Meeting the Literacy Needs of Diverse Learners 52
Chapter 4 Foundations of Language and Literacy 76
Chapter 5 Assessing Reading Performance 112
Chapter 6 Word Identification 150
Chapter 7 Reading Fluency 187
Chapter 8 Vocabulary Knowledge and Concept Development 212
Chapter 9 Comprehending Narrative Text 246
Chapter 10 Comprehending Informational Text 275
Chapter 11 Reading—Writing Connections 311
Chapter 12 Bringing Children and Text Together 342
Chapter 13 Instructional Materials 369
Table of Contents
1 Knowledge and Beliefs About Reading 1
The Importance of Belief Systems 4
How Teachers Come to Know About Reading and Learning to Read 13
Perspectives on Learning to Read 16
Models of Reading 25
RTI for Struggling Readers 28
What About: Standards, Assessment, and Knowledge and Beliefs about Reading? 29
2 Approaches to Reading Instruction 31
Belief Systems and Approaches to Literacy Instruction 33
Curriculum Perspectives 36
RTI for Struggling Readers 49
What About: Standards, Assessment, and Approaches to Reading Instruction? 50
3 Meeting the Literacy Needs of Diverse Learners 52
Linguistic Diversity in Literacy Classrooms 54
Cultural Diversity in Literacy Classrooms 62
Academic and Cognitive Diversity in Literacy Classrooms 67
RTI for Struggling Readers 73
What About: Standards, Assessment, and Diversity? 74
4 Foundations of Language and Literacy 76
Literacy Development 78
Literate Learning Environments 87
Facilitating Language and Literacy 92
Learning About the Relationships Between Speech and Print 99
Learning About Features of Written Language 100
Learning About Letters and Sounds 100
Assessing Language and Literacy in Young Children 105
RTI for Struggling Readers 109
What About: Standards, Assessment, and Beginning Readers and Writers? 110
5 Assessing Reading Performance 112
Toward a Collaborative Framework for Decision Making 114
Trends in Assessment 115
Formal Assessment 121
Informal Assessment 126
Portfolio Assessment 142
Assessment Today and Tomorrow 145
RTI for Struggling Readers 147
What About: Standards, Assessment, and Reading Performance? 147
6 Word Identification 150
Defining Word Identification 152
Phases of Development in Children’s Ability to Identify Words 154
Approaches and Guidelines for Teaching Phonics 156
Strategies for Teaching Phonics 162
Using Meaning and Letter–Sound Information to Identify Words 168
Using Structural Analysis to Identify Words 173
Rapid Recognition of Words 175
Organizing Word Identification Instruction 180
Balancing Word Identification Instruction 182
RTI for Struggling Readers 184
What About: Standards, Assessment, and Word Identification? 184
7 Reading Fluency 187
Defining Oral Reading Fluency 189
Developing Oral Reading Fluency 192
Assessing Oral Reading Fluency 205
Silent Reading Fluency 208
RTI for Struggling Readers 210
What About: Standards, Assessment, and Reading
8 Vocabulary Knowledge and Concept Development 212
The Relationship Between Vocabulary and Comprehension 215
Experiences, Concepts, and Words 216
Principles to Guide Vocabulary Instruction 221
Best Practice: Strategies for Vocabulary and Concept Development 227
RTI for Struggling Readers 243
What About: Standards, Assessment, and Vocabulary
9 Comprehending Narrative Text 246
Developing Readers’ Awareness of Story Structure 248
Scaffolding the Development and Teaching of Reading Comprehension Strategies 254
Guiding Interactions Between Reader and Text 267
RTI for Struggling Readers 272
What About: Standards, Assessment, and Reading Comprehension? 273
10 Comprehending Informational Text 275
What Is Informational Text, and What Makes It Challenging? 279
Organizing Informational Text Instruction 284
Using Literature and Nonfiction Trade Books Across the Curriculum 289
Instructional Strategies for Engaging Students in Reading Informational Text Prior to Reading 293
Extending Content Learning Through Reading and Writing 298
Digital Literacy 305
RTI for Struggling Readers 307
What About: Standards, Assessment, and Content Area Texts? 308
11 Reading–Writing Connections 311
Relationships Between Reading and Writing 313
Creating Environments for Reading and Writing 315
Connecting Reading and Writing 318
Organizing Writing Instruction 327
Reading–Writing–Technology Connections 336
RTI for Struggling Readers 339
What About: Standards, Assessment, and Reading–Writing Connections? 339
12 Bringing Children and Text Together 342
Supporting a Community of Readers 344
Surrounding Children with Text 347
Organizing for Text-Based Instruction 357
Encouraging Responses to Text 362
RTI for Struggling Readers 366
What About: Standards, Assessment, and Text? 367
13 Instructional Materials 369
Basal Readers 372
Trade Books 378
Evaluating Reading Materials 383
RTI for Struggling Readers 386
What About: Standards, Assessment, and Instructional Materials? 387
Appendix A Beliefs About Reading Interview 389
Appendix B Text and Phonics 394
Appendix C Recommended Books for
Multicultural Reading Experiences 395
Name Index 428
Subject Index 433