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Metacognition in literacy learning : theory, assessment, instruction, and professional development

Author: Susan E Israel
Publisher: Mahwah, N.J. : L. Erlbaum Associates, 2005.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Metacognition in literacy learning.
Mahwah, N.J. : L. Erlbaum Associates, 2005
(DLC) 2005045498
(OCoLC)59879701
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Susan E Israel
ISBN: 9781410613301 1410613305 9780805852295 0805852298 9780805852301 0805852301
OCLC Number: 1011011126
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.
Responsibility: edited by Susan E. Israel [and others].

Abstract:

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.

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