MARC details
| 000 -LEADER |
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| fixed length control field |
02296nam a22002897a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20220419102354.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
121019b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0205361110 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
Tshomo |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
428.4 VAC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Vacca, Jo Anne L. |
| 245 ## - TITLE STATEMENT |
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| Title |
Reading and learning to read / |
| Statement of responsibility, etc |
Jo Anne L. Vacca---[et al.]. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
5th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Boston : |
| -- |
New York : |
| Name of publisher, distributor, etc |
Allyn and Bacon, |
| Date of publication, distribution, etc |
2003. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxiv, 646 p. : |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references and index. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
<br/>[In this text], some of [the] core beliefs about reading and learning to read include the following: children use language to seek and construct meaning from what they read, hear, and view; reading, writing, speaking, listening, and viewing are interrelated and mutually supporting as children learn and use them; learning to read involves learning how to decode words quickly and accurately; children learn to read as they read to learn, enjoy, communicate, and solve problems; children need to be exposed to a broad spectrum of reading materials and literature, including electronic texts; children develop skills and strategies through explicit instruction and purposeful, meaningful use; children deserve assessment techniques and processes that mirror the authentic ways they demonstrate their continually developing literacy children benefit from classroom communities in which materials, curriculum, instruction, practice, and assessment celebrate their diverse constitutions; teachers, parents, and administrators should make decisions based on how children learn and how they can best be taught. [The text] continues to emphasize a contemporary, balanced approach to teaching reading and writing with a renewed emphasis on integrating technology, accommodating the needs of diverse learners, developing early and beginning readers with a strong focus on phonemic awareness and strategies for teaching phonics, and teaching young adolescents in middle school.-Pref. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Reading(Elementary). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Language arts(Elementary). |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Vacca, Richard T. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Gove, Mary K. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Burkey, Linda. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Lenhart, Lisa A. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McKeon, Christine. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
