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Reading & Learning to Read, with REVEL -- Access Card Package, 10th Edition

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Dynamic content designed for the way today's students read, think, and learn

  • Integrated within the narrative, interactives and videos empower students to engage with concepts and take an active role in learning. The unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. The media interactives in REVEL 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.
  • 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.
  • The writing functionality in Revel 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.
  • 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 help educators make sure students are completing their reading and understanding core concepts
  • The 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.
  • The 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.
  • Blackboard Learn™ integration provides institutions, instructors, and students easy access to their Revel courses. With single sign-on, students can be ready to access an 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.

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 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 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

Brief 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

Features xii

Preface xiv

1 Knowledge and Beliefs About Reading 1

The Importance of Belief Systems 4

    Different Beliefs, Different Instructional Decisions 5

        Differing Instructional Decisions 5

    Reading Instruction and Teachers’ Belief Systems 7

    National Initiatives 7

    Teacher Preparation 9

    Transliteracy 9

    Multiple Approaches to Reading Instruction 11

How Teachers Come to Know About Reading and Learning to Read 13

    Constructing Personal Knowledge 13

    Constructing Practical Knowledge 14

    Constructing Professional Knowledge and Expertise 14

Perspectives on Learning to Read 16

    Cognitive Insights into Reading and Learning to Read 17

        The Alphabetic Principle and Learning to Read 17

        Schema Theory and Reading Comprehension 19

        Metacognition and Learning 20

    Reading from a Language Perspective 22

        Psycholinguistics and Reading 23

        Sociolinguistics and Reading 24

Models of Reading 25

    Bottom-Up Models 26

    Top-Down Models 27

      Interactive Models 28

RTI for Struggling Readers 28

What About: Standards, Assessment, and Knowledge and Beliefs about Reading? 29

    Summary 29

    Teacher Action Research 29

    Through the Lens of the Common Core 30

2 Approaches to Reading Instruction 31

Belief Systems and Approaches to Literacy Instruction 33

    Beliefs About Reading 34

Curriculum Perspectives 36

    Bottom-Up Curricula 38

        Readers and Textbooks 38

    Top-Down Curricula 38

        Classroom Conditions for Learning 40

    Instructional Approaches 41

        The Basal Reading Approach 42

        The Language-Experience Approach 42

        Literature-Based Instruction Approaches 43

        Technology-Based Instruction 44

            Technology-Based Instructional

    Considerations 45

    Individualizing Instruction 46

    The Integrated Approach 47

    Expertise Matters More than Approach 47

RTI for Struggling Readers 49

What About: Standards, Assessment, and Approaches to Reading Instruction? 50

        Summary 50

        Teacher Action Research 50

        Through the Lens of the Common Core 51

3 Meeting the Literacy Needs of Diverse Learners 52

Linguistic Diversity in Literacy Classrooms 54

    Instructional Beliefs About Linguistic Diversity 55

    Instructional Principles for Students Speaking Diverse Languages and Dialects 55

    Instructional Strategies for Students Speaking Diverse Languages 57

        Sheltered English Adaptations 57

        Instructional Conversations 58

        Response Protocol 58

        Wordless Books 59

        Content Area Practices 60

    Dialects 61

        Code-Switching 61

        Dialectical Miscues 62

Cultural Diversity in Literacy Classrooms 62

    Instructional Beliefs About Cultural Diversity 62

    Instructional Principles for Students from Diverse Cultures 64

    Instructional Strategies for Culturally Diverse Students 64

        Determining Cultural Expectations 64

        Background Knowledge and Motivation 64

        Using Culturally Responsive Read-Alouds 65

        Choosing Quality Multicultural Literature 65

        Fostering Ethnic, National, and Global Identification 66

        Technology-Enhanced Instruction 66

Academic and Cognitive Diversity in Literacy Classrooms 67

    Instructional Beliefs About Academic and Cognitive Diversity 67

    Instructional Principles for Academic and Cognitive Diversity 68

        Inclusion 68

        Curriculum Compacting 69

        Differentiated Instruction 69

    Instructional Strategies for Students with Diverse Academic and Cognitive Abilities 70

        Multisensory Phonics Strategies 70

        Technology-Based Diagnostic Strategies 70

        Inquiry Learning 71

        Transliteracies 71

RTI for Struggling Readers 73

What About: Standards, Assessment, and Diversity? 74

    Summary 74

    Teacher Action Research 74

    Through the Lens of the Common Core 75

4 Foundations of Language and Literacy 76

Literacy Development 78

    How Oral Language Develops 78

    How Reading Develops 80

        Phase 1: Awareness and Exploration 80

        Phase 2: Experimental Reading and Writing 80

        Phase 3: Early Reading and Writing 81

        Phase 4: Transitional Reading and Writing 81

        Phase 5: Independent and Productive Reading and Writing 81

    How Writing Develops 82

        The Importance of Scribbling 82

    Oral Language and Vocabulary 85

    Phonological Awareness 86

    Alphabet Knowledge 86

    Developmental Writing 86

    Print Knowledge 87

Literate Learning Environments 87

    Creating Literate Learning Environments at Home 87

    Creating Literate Environments in the Classroom 88

        Design of the Classroom Environment 88

        Literacy-Related Play Centers 90

Facilitating Language and Literacy 92

    Learning About Literacy Through Books 92

    Storybooks 92

    Nonfiction Books 93

    Big Books 94

    E-Books 94

    Class-Made Books 96

    Steps to Follow in Producing Language-Experience Stories 97

        Having Students Dictate Stories 97

Learning About the Relationships Between Speech and Print 99

Learning About Features of Written Language 100

Learning About Letters and Sounds 100

    Recognizing Letters 101

    Phonological Awareness 102

    Phonemic Awareness 102

        Developing Phonemic Awareness in Children 103

Assessing Language and Literacy in Young Children 105

    Assessing Print Knowledge 106

    Assessing Alphabet Knowledge 106

    Assessing Phonological Awareness and Phonemic Awareness 107

    Assessing Developmental Writing 109

RTI for Struggling Readers 109

What About: Standards, Assessment, and Beginning Readers and Writers? 110

    Summary 110

    Teacher Action Research 111

    Through the Lens of the Common Core 111

5 Assessing Reading Performance 112

Toward a Collaborative Framework for Decision Making 114

Trends in Assessment 115

    High-Stakes Testing 116

    Authentic Assessment 118

    Technology in Assessment 120

Formal Assessment 121

    Standardized Tests 121

        Types of Test Scores 122

        Types of Tests 123

        Uses of Standardized Test Results 124

    Criterion-Referenced Tests 125

Informal Assessment 126

    Informal Reading Inventories 126

        Administering an IRI 127

        Recording Oral Reading Errors 127

        Determining Reading Levels 128

    Analyzing Oral Reading Miscues 129

    Running Records 133

        Administering a Running Record 134

        Analyzing Running Records 135

    Kidwatching While Teaching 137

        Anecdotal Notes 138

        Checklists 139

        Interviewing 140

    Other Informal Assessments 141

Portfolio Assessment 142

    Essential Elements of Portfolios 143

    Implementing Portfolios in the Classroom 143

Assessment Today and Tomorrow 145

RTI for Struggling Readers 147

What About: Standards, Assessment, and Reading Performance? 147

    Summary 148

    Teacher Action Research 148

    Through the Lens of the Common Core 149

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

    Traditional Approaches 157

        Analytic Phonics Instruction 157

        Synthetic Phonics Instruction 157

        Syllables 158

    Contemporary Approaches 159

        Analogy-Based Phonics Instruction 160

        Embedded Phonics Instruction 160

        Guidelines for Contemporary Phonics Instruction 161

Strategies for Teaching Phonics 162

    Consonant-Based Strategies 162

        Multisensory Activities 162

        Consonant Substitution 163

        Flip Books 163

        Making Words 163

        Word Ladders 164

        Cube Words 164

    Analogic-Based Strategies 165

        Poetry 166

        Making and Writing Words Using Letter Patterns 166

    Spelling-Based Strategies 166

        Word Banks 166

        Word Walls 167

        Word Sorting 167

Using Meaning and Letter–Sound Information to Identify Words 168

    Strategies for Teaching Context 168

        Cloze Passages 169

        Cloze with Choices Given 169

        Guessing Games 170

        Semantic Gradients and Context Clues 170

    Cross-Checking and Self-Monitoring Strategies 171

Using Structural Analysis to Identify Words 173

    Strategies for Teaching Structural Analysis 173

        Word Study Notebook 173

        Wall Chart Carousel 174

        Compound Word Cups 174

        Contraction Search 174

Rapid Recognition of Words 175

    High-Frequency Words 175

    Teaching Function Words 178

        Incremental Rehearsal 178

        Language-Experience Strategy 178

        Word Walls 179

        Environmental Print 179

        Word Games 179

        Literature and Poetry 179

    Teaching Key Words 179

        Group Activities with Key Words 179

Organizing Word Identification Instruction 180

    Principle 1 180

    Principle 2 181

    Principle 3 181

Balancing Word Identification Instruction 182

RTI for Struggling Readers 184

What About: Standards, Assessment, and Word Identification? 184

    Summary 185

    Teacher Action Research 186

    Through the Lens of the Common Core 186

7 Reading Fluency 187

Defining Oral Reading Fluency 189

    Accuracy in Word Decoding 190

    Automatic Processing 191

    Prosody 191

    Predictability of Reading Materials 192

Developing Oral Reading Fluency 192

    Strategies for Groups of Students 194

        Choral Reading 194

        Echo Reading 195

        Fluency-Oriented Reading Instruction (FORI) 195

        Reader’s Theater 196

        Fluency Idol 198

    Strategies for Pairs and Individual Students 198

        Repeated Readings 198

        Paired Repeated Readings 199

        The Fluency Development Lesson 200

        Peer Tutoring 201

        Automated Reading 201

        The Oral Recitation Lesson 202

    Involving Parents 203

        What Parents Can Do to Help at Home 204

Assessing Oral Reading Fluency 205

    Accuracy and Automaticity 205

    Prosody 206

Silent Reading Fluency 208

    Developing Silent Reading Fluency 208

RTI for Struggling Readers 210

What About: Standards, Assessment, and Reading

Fluency? 210

    Summary 211

    Teacher Action Research 211

    Through the Lens of the Common Core 211

8 Vocabulary Knowledge and Concept Development 212

The Relationship Between Vocabulary and Comprehension 215

Experiences, Concepts, and Words 216

    Words as Labels for Concepts 217

    Words and Concepts: A Closer Look 218

    Class, Example, and Attribute Relationships 219

Principles to Guide Vocabulary Instruction 221

    Principle 1: Select Words That Children Will Encounter While Reading Text and Content Material 221

        Key Words 221

        Useful Words 222

        Interesting Words 222

        Vocabulary-Building Words 222

    Principle 2: Teach Words in Relation to Other Words 222

    Principle 3: Teach Students to Relate Words to Their Background Knowledge 223

    Principle 4: Teach Words in Prereading Activities to Activate Knowledge and Use Them in Postreading     Discussion, Response, and Retelling 224

    Principle 5: Teach Words Systematically and in Depth 225

    Principle 6: Awaken Interest in and Enthusiasm for Words 226

Best Practice: Strategies for Vocabulary and Concept Development 227

    Relating Experiences to Vocabulary Learning 228

    Using Context for Vocabulary Growth 228

    Developing Word Meanings 229

        Synonyms 229

        Antonyms 230

        Words with Multiple Meanings 231

    Classifying and Categorizing Words 231

        Word Sorts 232

        Categorization 233

        Concept Circles 233

        Semantic Mapping 234

        Analogies 235

        Paired-Word Sentence Generation 237

    Developing Word Meanings Through Stories and Writing 237

        Semantic Analysis to Writing 238

        Predictogram 240

    Developing Independence in Vocabulary Learning 240

        Dictionary Usage 241

        Self-Selection Strategy 242

        Word Knowledge Rating 242

RTI for Struggling Readers 243

What About: Standards, Assessment, and Vocabulary

Development? 244

    Summary 244

    Teacher Action Research 245

    Through the Lens of the Common Core 245

9 Comprehending Narrative Text 246

Developing Readers’ Awareness of Story Structure 248

    Elements in a Story 249

    Mapping a Story for Instructional Purposes 249

    Building a Schema for Stories 251

        Read, Tell, and Perform Stories in Class 251

        Show Relationships Between Story Parts 251

        Reinforce Story Knowledge Through Instructional Activities 251

Scaffolding the Development and Teaching of Reading Comprehension Strategies 254

    Active Comprehension and Asking Questions 255

    Reciprocal Questioning (ReQuest) 258

    Question–Answer Relationships (QARs) 259

    Questioning the Author (QtA) 260

    Close Reading 263

    Reciprocal Teaching 265

    Think-Alouds 265

Guiding Interactions Between Reader and Text 267

    Directed Reading–Thinking Activity 267

    Discussion Webs 268

    Text Connections 270

        Text-to-Self 270

        Text-to-Text 270

        Text-to-World 270

    Technology and Twenty-First-Century Reading Comprehension Skills 271

RTI for Struggling Readers 272

What About: Standards, Assessment, and Reading Comprehension? 273

    Summary 274

    Teacher Action Research 274

    Through the Lens of the Common Core 274

10 Comprehending Informational Text 275

What Is Informational Text, and What Makes It Challenging? 279

    Factors in Judging the Difficulty of Textbooks and Other Informational Text 281

        How Difficult Is the Text to Understand? 281

        How Usable Is the Informational Text? 281

        How Interesting Is the Informational Text? 282

    Readability and Text Complexity 283

Organizing Informational Text Instruction 284

    Informational Text Circles 284

    Jigsaw 285

        Jigsaw Strategy in an Elementary Classroom 286

    Idea Sketches 287

    Sticky-Note Folders 288

Using Literature and Nonfiction Trade Books Across the Curriculum 289

    Benefits of Using Literature and Nonfiction Trade Books 290

        Intense Involvement 291

        Schema Building 291

        Abilities and Interests 291

        Vocabulary Building 292

Instructional Strategies for Engaging Students in Reading Informational Text Prior to Reading 293

    Determining the Structure of Informational Text 293

    Frame of Reference 295

        Skimming 296

    Organizers 296

    Anticipation Guides 296

    Brainstorming 297

Extending Content Learning Through Reading and Writing 298

    Close Reading 298

        Focus on Close Reading 298

    KWL 299

    Point-of-View Guides 300

    Idea Circles 302

    Curriculum-Based Reader’s Theater 302

        Using Think-Alouds 303

Digital Literacy 305

    Informational Text and the Internet 306

    Internet Inquiry 306

    Online Reading Comprehension Skills 307

RTI for Struggling Readers 307

What About: Standards, Assessment, and Content Area Texts? 308

    Summary 309

    Teacher Action Research 309

    Through the Lens of the Common Core 310

11 Reading–Writing Connections 311

Relationships Between Reading and Writing 313

    The Writing–Spelling Connection 314

        Invented Spelling 314

        Later Developmental Spelling Phases 315

Creating Environments for Reading and Writing 315

    Encouraging Classroom Writing 316

Connecting Reading and Writing 318

    Using Journals (and E-Mail Correspondence) for Written Conversation 319

        Dialogue Journals 319

        Buddy Journals 320

        Electronic Mail (E-Mail) Conversations 320

    Using Journals to Explore Texts 320

        Double-Entry Journals 321

        Reading Journals 323

        Response Journals 323

    Alternative Strategies That Motivate Students to Write 324

        Gathering Ideas 324

    Multigenre Projects 325

        Writing Nonfiction 325

        Plot Scaffolds 325

Organizing Writing Instruction 327

    The Writing Process 327

        Brainstorming 328

        Drafting 328

        Revising 328

        Editing 329

        Publishing 329

    The Qualities of Exemplary Writing 331

    The Writing Workshop 333

        A Day in the Life of Our Writing Workshop 335

    Guided Writing Instruction 335

Reading–Writing–Technology Connections 336

    Electronic Text Production and Publishing 336

    Online Communications 337

    Online Resources for Writing 337

RTI for Struggling Readers 339

What About: Standards, Assessment, and Reading–Writing Connections? 339

    Summary 340

    Teacher Action Research 340

    Through the Lens of the Common Core 341

12 Bringing Children and Text Together 342

Supporting a Community of Readers 344

Surrounding Children with Text 347

    Selecting a Classroom Collection of Books 347

        Choosing Classroom Texts 348

        Determining Good Text 349

        Text with Multicultural Perspectives 350

        Designing the Classroom Library 351

    Listening to Text 352

        Choosing Texts to Read Aloud 352

        Preparing to Read Aloud 353

        Setting the Mood 353

        Introducing the Story 354

        Activities After Reading Aloud 354

    Storytelling 354

        Selecting the Story to Tell 354

        Preparing a Story for Telling 355

    Helping Students Select Books 356

Organizing for Text-Based Instruction 357

    Core Books 357

    Literature Units 358

    Literature Circles 358

        Student-Led Literature Circles: How and What to Share 359

        Adapting Literature Circles for the

    Primary Grades 360

    Media Literacy 360

        Integration of the Internet 361

Encouraging Responses to Text 362

    Sparking Discussion with Book-Talks 364

    Engaging in Free Response 364

    Exploring Response Options in Literature Journals 365

RTI for Struggling Readers 366

What About: Standards, Assessment, and Text? 367

    Summary 367

    Teacher Action Research 368

    Through the Lens of the Common Core 368

13 Instructional Materials 369

Basal Readers 372

    A Look Back 372

    Anatomy of Basal Readers 373

        Student Books 374

        Leveled Readers 374

        Teacher’s Editions 374

        Workbooks 375

        Assessments 375

        Technology and Online Learning 375

        Intervention 376

    Making Instructional Decisions with Basals 376

Trade Books 378

    The Case for Trade Books 378

    Leveling Trade Books 379

Technology 379

    Electronic Books 381

    Online Games 382

    Online Word Processors 382

    Apps 382

Evaluating Reading Materials 383

RTI for Struggling Readers 386

What About: Standards, Assessment, and Instructional Materials? 387

    Summary 387

    Teacher Action Research 387

    Through the Lens of the Common Core 388

Appendix A Beliefs About Reading Interview 389

Appendix B Text and Phonics 394

Appendix C Recommended Books for

Multicultural Reading Experiences 395

Glossary 401

References 408

Name Index 428

Subject Index 433

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