WorldCat Identities

Vacca, Jo Anne L.

Overview
Works: 12 works in 95 publications in 1 language and 3,195 library holdings
Genres: Academic theses 
Roles: Author
Classifications: LB1573, 428.43
Publication Timeline
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Most widely held works by Jo Anne L Vacca
Reading and learning to read by Jo Anne L Vacca( Book )

36 editions published between 1987 and 2018 in English and held by 1,290 WorldCat member libraries worldwide

"New features - class works, best practices, and viewpoints - offer the most effective strategies in balanced literacy instruction." "New emphasis on phonemic awareness ensures that teachers are well prepared for today's classrooms."--Jacket
Content area reading : literacy and learning across the curriculum by Richard T Vacca( Book )

29 editions published between 1999 and 2021 in English and held by 1,101 WorldCat member libraries worldwide

This book is focused on the exploration of content literacy -- the ability to use reading, writing, talking and listening processes to learn subject matter across the curriculum. The new organization of the Sixth Edition reflects a more integrative approach. More classroom examples are provided, as well as a new chapter on technology. An extensively revised chapter on classroom diversity includes instructional strategies for second-language learners and low-achieving learners
Content area reading by Richard T Vacca( Book )

17 editions published between 1986 and 1999 in English and Undetermined and held by 769 WorldCat member libraries worldwide

Bringing about change in schools( Book )

1 edition published in 1992 in English and held by 22 WorldCat member libraries worldwide

Reading and learning to read by Jo Anne L Vacca( Recording )

3 editions published between 1987 and 2005 in English and held by 3 WorldCat member libraries worldwide

[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
Instructor's manual to accompany Reading and learning to read by Jo Anne L Vacca( Book )

2 editions published between 1987 and 1991 in English and held by 3 WorldCat member libraries worldwide

Participant Observation A Qualitative Orientation for Reading Research by Jo Anne L Vacca( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

Participant observation--a qualitative research procedure characterized by intensive social interaction between researcher and subjects, in the subjects' mileu--is discussed in this paper, along with some of its implications for reading research. After surveying the views of a number of researchers regarding participant observation and the participant observer's role, the paper recounts advantages and drawbacks of the technique, lists some of its possible uses in the monitoring of reading development in learning environments, and provides a bibliography of selected relevant references. It concludes by stating that the work of qualitatively oriented researchers warrants the scrutiny of those interested in reading and its development. (GT)
Content area reading : literacy and learning across the curriculum by Richard T Vacca( Recording )

2 editions published between 2005 and 2008 in English and held by 2 WorldCat member libraries worldwide

[This book] explores the relationships between content knowledge and pedagogical knowledge by critically examining the literacy processes and strategies that students use to think and learn with texts. [The authors'] goal is to inspire teachers, whether novice or veteran, to examine what it means to connect literacy and learning across the curriculum.-Pref
Reading learning to read by Jo Anne L Vacca( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

The synthesis of a dynamic model for staff development in reading by Jo Anne L Vacca( )

1 edition published in 1978 in English and held by 1 WorldCat member library worldwide

Reading and learning to read( )

in English and held by 1 WorldCat member library worldwide

Content area learning : literacy and learning across the curriculum by Richard T Vacca( Book )

1 edition published in 1998 in English and held by 0 WorldCat member libraries worldwide

 
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Audience level: 0.34 (from 0.32 for Content ar ... to 1.00 for The synthe ...)

Content area reading : literacy and learning across the curriculum
Covers
Content area reading : literacy and learning across the curriculumReading learning to readContent area learning : literacy and learning across the curriculum
Alternative Names
Vacca, Jo Anne Lynott

Languages
English (93)