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Reading and Learning to Read, 10th edition

Published by Pearson (February 28, 2018) © 2018

  • Jo Anne L. Vacca Kent State University, Professor Emerita
  • Richard T. Vacca Kent State University, Professor Emeritus
  • Mary K. Gove
  • Linda C. Burkey University of Mount Union
  • Lisa A. Lenhart
  • Christine A. McKeon

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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 Learnâ„¢ 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.

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 Revelâ„¢ 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 Learnâ„¢ 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. 

Additionally, key content changes for REVEL for Reading and Learning to Read, 10th Edition include:

  • Video links throughout each chapter show the concepts in action.
  • NEW! A focus on Standards: 2017 ILA Standards and Common Core State Standards (CCSS) initiative.
    • 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.
    • 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
    • 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.

    • UPDATED Students' Voices provide students’ perspectives as developing readers and writers.

    • Instructional Decision Making features encourage readers to review assessment data, interpret the data, and make instructional decisions.

    • Update boxesthroughout each chapter bring currency to the key topics.

  • 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 component 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.

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
  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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)

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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