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

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

• ISBN13: 9780805852295
• ISBN10: 0805852298
• Format: Hardcover
• Copyright: 2005-06-17
• Publisher: Lawrence Erlbau

Summary

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 reflectionsat the beginning of each chapter illustrate teacher thinking about the chapter topic andmetacognitive connectionsat 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.

Table of Contents

Preface	xi
Acknowledgments	xv
About the Editors	xvii
About the Contributors	xix
PART I: METACOGNITION AND THEORY	1	(80)
1 What Is Metacognition and What Should Be Its Role in Literacy Instruction?	3	(16)
Priscilla L. Griffith and Jiening Ruan
2 Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway?	19	(22)
Judi Randi, Elena L. Grigorenko, and Robert J. Sternberg
3 Role of Automaticity in Metacognition and Literacy Instruction	41	(20)
S. Jay Samuels, Kari-Ann M. Ediger, Jennifer R. Willcutt, and Theresa J. Palumbo
4 Developmental Differences in Metacognition: Implications for Metacognitively Oriented Reading Instruction	61	(20)
Linda Baker
PART II: METACOGNITION AND ASSESSMENT	81	(100)
5 What Are Metacognitive Assessments?	83	(18)
Cathy Collins Block
6 Measuring Students' Awareness and Control of Strategic Processes	101	(20)
Maribeth Cassidy Schmitt
7 Assessing Children's Metacognition About Strategic Reading	121	(20)
Scott G. Paris and Jonathan Flukes
8 Teaching and Learning Self-Assessment Strategies in Middle School	141	(24)
Peter Afflerbach and Kevin Meuwissen
9 Metacognitive Processes Inventory: An Informal Instrument to Assess a Student's Developmental Level of Metacognition	165	(16)
Kathryn L. Bauserman
PART III: METACOGNITION AND LITERACY INSTRUCTION	181	(116)
10 Metacognitive Think-Alouds: Using a Gradual Release Model With Middle School Students	183	(16)
Susan E. Israel and Dixie Massey
11 The Role of Self-Monitoring in Literacy Learning	199	(16)
Laurice M. Joseph
12 Metacognition and Self-Regulation in Literacy	215	(26)
Fredric J. Schreiber
13 Integrating Comprehension and Metacognitive Reading Strategies	241	(20)
Stephen J. Donndelinger
14 A Window Into a Thinking Classroom	261	(16)
Paige A. Smith
15 Teaching Several Metacognitive Strategies Together Increases Students' Independent Metacognition	277	(20)
Carrice Cummins, Margaret T. Stewart, and Cathy Collins Block
PART IV: METACOGNITION AND PROFESSIONAL DEVELOPMENT	297	(94)
16 Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development	299	(16)
Gerald G. Duffy
17 Reflection and the Self-Analytic Turn of Mind: Toward More Robust Instruction in Teacher Education	315	(20)
Victoria J. Risko, Kathleen Roskos, and Carol Vukelich
18 Developing Reflection in Preservice Teachers	335	(16)
Connie L. Bowman, Malena Galvez-Martin, and Margaret Morrison
19 Teacher Learning Instrument: A Metacognitive Tool for Improving Literacy Teaching	351	(22)
Catherine A. Rosemary
20 Coaching for Metacognitive Instructional Practice	373	(18)
Kathryn Kinnucan-Welsch
Final Reflections: Metacognition in Literacy Learning: Then, Now, and in the Future	391	(22)
Michael Pressley
Author Index	413	(12)
Subject Index	425