| Description |
1 online resource (xxi, 440 pages) : illustrations |
| Contents |
What is metacognition and what should be its role in literacy instruction? / Priscilla L. Griffith and Jiening Ruan -- Revisiting definitions of reading comprehension : just what is reading comprehension anyway? / Judi Randi, Elena L. Grigorenko, and Robert J. Sternberg -- Role of automaticity in metacognition and literacy instruction / S. Jay Samuels [and others] -- Developmental differences in metacognition : implications for metacognitively oriented reading instruction / Linda Baker -- What are metacognitive assessments? / Cathy Collins Block -- Measuring students' awareness and control of strategic processes / Maribeth Cassidy Schmitt -- Assessing children's metacogniton about strategic reading / Scott G. Paris and Jonathan Flukes -- Teaching and learning self-assessment strategies in middle school / Peter Afflerbach and Kevin Meuwissen -- Metacognitive processes: using a gradual release model with middle school students / Susan E. Israel and Dixie Massey -- The role of self-monitoring in literacy learning / Laurice M. Joseph -- Metacognition and self-regulation in literacy / Fredric J. Schreiber -- Integrating comprehension and metacognitive reading strategies / Stephen J. Donndelinger -- A window into a thinking classroom / Paige A. Smith -- Teaching several metacognitive strategies together increases student's independent metacognition / Carrice Cummins, Margaret T. Stewart, and Cathy Collins Block -- Developing metacognitive teachers : visioning and the expert's changing role in teacher education and professional development / Gerald G. Duffy -- Reflection and the self-analytic turn of mind : toward more robust instruction in teacher education / Victoria J. Risko, Kathleen Roskos, and Carol Vukelich -- Developing reflection in preservice teachers / Connie L. Bowman, Malena Galvez-Martin, and Margaret Morrison -- Teacher learning instrument : a metacognitive tool for improving literacy teaching / Catherine A. Rosemary -- Coaching for metacognitive instructional practice / Kathryn Kinnucan-Welsch -- Final reflections : metacognition in literacy learning : then, now, and in the future / Michael Pressley |
| Summary |
An examination of metacognition in literacy learning. It provides the theoretical foundation that supports the teaching of metacognition; new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and new information on integrating metacognition into professional development programs |
|
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 |
| Bibliography |
Includes bibliographical references and indexes |
| Notes |
Print version record |
| Subject |
Reading
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Reading, Psychology of.
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Metacognition in children.
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Reading
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LANGUAGE ARTS & DISCIPLINES -- Reading Skills.
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Metacognition in children
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Reading
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Reading, Psychology of
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Alfabetisme.
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Lezen.
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Onderwijs.
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Metacognitie.
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| Form |
Electronic book
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| Author |
Israel, Susan E., editor
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Block, Cathy Collins, editor
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Bauserman, Kathryn L., editor.
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Kinnucan-Welsch, Kathryn, editor.
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| ISBN |
9781410613301 |
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1410613305 |
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