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LEADER 03629cam a2200469 i 4500

001 on1126390767;

003 OCoLC;

005 20260420152332.0;

008 191025s2021 njua b 001 0 eng ;

010 a| 2019037444;

020 a| 9780135760963q| (paperback);

020 a| 0135760968q| (paperback);

020 z| 9780135761076q| (ebook);

035 a| (Sirsi) o1126390767;

035 a| (OCoLC)1126390767;

042 a| pcc;

049 a| EREE;

050 00 a| LB1050.455b| .V33 2021;

082 00 a| 372.47/62| 231| https://id.oclc.org/worldcat/ddc/E3BXr9KpWKQ8PRP8gfFXf4pJJb;

100 1 a| Vacca, Richard T.,e| author.=| ^A245674;

245 10 a| Content area reading :b| literacy and learning across the curriculum /c| Richard T. Vacca, Maryann Mraz, Jo Anne L. Vacca.;

250 a| 13th edition.;

263 a| 2002;

264 1 a| Hoboken, NJ :b| Pearson,c| 2021.;

300 a| xvii, 398 pages :b| illustrations ;c| 27 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

504 a| Includes bibliographical references (pages 358-383) and index.;

520 a| "The 13th edition of Content Area Reading: Literacy and Learning across the Curriculum continues to reflect an ever-expanding knowledge base grounded in research and practice in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. It continues to emphasize a contemporary, functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. Our intent is not to morph a content teacher into a reading specialist or writing instructor. Rather, our goal has always been, and shall continue to be, to improve the overall coverage of instructional strategies and practices that remain at the heart of this book. The 13th edition of Content Area Reading: Literacy and Learning across the Curriculum continues to reflect an ever-expanding knowledge base grounded in research and practice in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. It continues to emphasize a contemporary, functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. Our intent is not to morph a content teacher into a reading specialist or writing instructor. Rather, our goal has always been, and shall continue to be, to improve the overall coverage of instructional strategies and practices that remain at the heart of this book"--c| Provided by publisher.;

650 0 a| Content area reading.=| ^A157660;

650 7 a| Content area reading.2| fast0| (OCoLC)fst00876643;

700 1 a| Mraz, Maryann,e| author.=| ^A613370;

700 1 a| Vacca, Jo Anne L.,e| author.=| ^A245675;

938 a| Ingram Library Servicesb| INGRn| in021191397;

949 a| LB1050.455 .V33 2021h| JOYNER48o| jssbi| 30372017783462;

994 a| C0b| ERE;

596 a| 1;

998 a| 6693210;

999 a| LB1050.455 .V33 2021w| LCc| 1i| 30372017783462d| 5/13/2026e| 5/13/2026k| CHECKEDOUTl| JGESm| JOYNERn| 1r| Ms| Yt| JGESBKu| 2/24/2026x| BOOKz| JSTACKSo| .STAFF. jssb;

Content area reading : literacy and learning across the curriculum / Richard T. Vacca, Maryann Mraz, Jo Anne L. Vacca.

Author/creator	Vacca, Richard T. author.
Other author	Mraz, Maryann, author.
Other author	Vacca, Jo Anne L., author.
Format	Book
Edition	13th edition.
Publication	Hoboken, NJ : Pearson, 2021.
Description	xvii, 398 pages : illustrations ; 27 cm
Subjects	Content area reading.

Abstract	"The 13th edition of Content Area Reading: Literacy and Learning across the Curriculum continues to reflect an ever-expanding knowledge base grounded in research and practice in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. It continues to emphasize a contemporary, functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. Our intent is not to morph a content teacher into a reading specialist or writing instructor. Rather, our goal has always been, and shall continue to be, to improve the overall coverage of instructional strategies and practices that remain at the heart of this book. The 13th edition of Content Area Reading: Literacy and Learning across the Curriculum continues to reflect an ever-expanding knowledge base grounded in research and practice in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. It continues to emphasize a contemporary, functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. Our intent is not to morph a content teacher into a reading specialist or writing instructor. Rather, our goal has always been, and shall continue to be, to improve the overall coverage of instructional strategies and practices that remain at the heart of this book"-- Provided by publisher.
Bibliography note	Includes bibliographical references (pages 358-383) and index.
Issued in other form	Online version: Vacca, Richard T. Content area reading 13th edition. Hoboken, NJ : Pearson, 2021. 9780135761076
LCCN	2019037444
ISBN	9780135760963 (paperback)
ISBN	0135760968 (paperback)
ISBN	(ebook)

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Joyner	General Stacks	LB1050.455 .V33 2021	✔ Available	Place Hold

Content area reading : literacy and learning across the curriculum / Richard T. Vacca, Maryann Mraz, Jo Anne L. Vacca.

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