Metacognition in Literacy Learning

Theory, Assessment, Instruction, and Professional Development
Herausgeber: Bauserman, Kathryn L.; Israel, Susan E.; Block, Cathy Collins

• Gebundenes Buch

Produktbeschreibung

This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure. Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 464
• Erscheinungstermin: 17. Juni 2005
• Englisch
• Abmessung: 235mm x 157mm x 29mm
• Gewicht: 819g
• ISBN-13: 9780805852295
• ISBN-10: 0805852298
• Artikelnr.: 22154271

Autorenporträt

Susan E. Israel, Cathy Collins Block, Kathryn L. Bauserman, Kathryn Kinnucan-Welsch

Inhaltsangabe

Contents: Preface. Part I: Metacognition and Theory.P.L. Griffith
J. Ruan
What Is Metacognition and What Should Be Its Role in Literacy Instruction? J. Randi
E.L. Grigorenko
R.J. Sternberg
Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway? S.J. Samuels
K-A.M. Ediger
J.R. Willcutt
T.J. Palumbo
Role of Automaticity in Metacognition and Literacy Instruction. L. Baker
Developmental Differences in Metacognition: Implications for Metacognitively Oriented Reading Instruction. Part II: Metacognition and Assessment.C.C. Block
What Are Metacognitive Assessments? M.C. Schmitt
Measuring Students' Awareness and Control of Strategic Processes. S.G. Paris
J. Flukes
Assessing Children's Metacognition About Strategic Reading. P. Afflerbach
K. Meuwissen
Teaching and Learning Self-Assessment Strategies in Middle School. K.L. Bauserman
Metacognitive Processes Inventory: An Informal Instrument to Assess a Student's Developmental Level of Metacognition. Part III: Metacognition and Literacy Instruction.S.E. Israel
D. Massey
Metacognitive Think-Alouds: Using a Gradual Release Model With Middle School Students. L.M. Joseph
The Role of Self-Monitoring in Literacy Learning. F.J. Schrieber
Metacognition and Self-Regulation in Literacy. S.J. Donndelinger
Integrating Comprehension and Metacognitive Reading Strategies. P.A. Smith
A Window Into a Thinking Classroom. C. Cummins
M.T. Stewart
C.C. Block
Teaching Several Metacognitive Strategies Together Increases Students' Independent Metacognition. Part IV: Metacognition and Professional Development.G.R. Duffy
Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development. V.J. Risko
K. Roskos
C. Vukelich
Reflection and the Self-Analytic Turn of Mind: Toward More Robust Instruction in Teacher Education. C.L. Bowman
M. Galvez-Martin
M. Morrison
Developing Reflection in Preservice Teachers. C.A. Rosemary
Teacher Learning Instrument: A Metacognitive Tool for Improving Literacy Teaching. K. Kinnucan-Welsch
Coaching for Metacognitive Instructional Practice. M. Pressley
Final Reflections: Metacognition in Literacy Learning: Then
Now
and in the Future.