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.
Inhaltsverzeichnis
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.
