Metacognition in Literacy Learning Theory, Assessment, Instruction, and Professional Development

Metacognition in Literacy Learning Theory, Assessment, Instruction, and Professional Development

by Susan E. Israel
     
 

ISBN-10: 0805852298

ISBN-13: 9780805852295

Pub. Date: 06/17/2005

Publisher: Taylor & Francis

Intending to help reading educators develop higher-level thinking and reading strategies in their classrooms, to improve both teacher and student thought and achievement by applying theories of metacognition, and to answer the call to increase the quantity and quality of children's metacognitive knowledge, these 20 essays cover a range of theoretical issues and…  See more details below

Overview

Intending to help reading educators develop higher-level thinking and reading strategies in their classrooms, to improve both teacher and student thought and achievement by applying theories of metacognition, and to answer the call to increase the quantity and quality of children's metacognitive knowledge, these 20 essays cover a range of theoretical issues and applications. Topics on theory include metacognition's role in literacy education, the nature of comprehension and automaticity, and developmental differences in metacognition. Those on assessment include measuring students' awareness and learning self-assessment strategies, those on instruction include a gradual release model and other strategies, and those on professional development include developing a self-analytical frame of mind an coaching. Annotation ©2005 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9780805852295
Publisher:
Taylor & Francis
Publication date:
06/17/2005
Pages:
462
Product dimensions:
6.10(w) x 9.00(h) x 1.10(d)

Table of Contents

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.

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