Metacognition in Literacy Learning

<p>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.<br><br><b>Key features include:</b><br>*<b>Chapter Structure.</b><i>Teacher reflections</i> at the beginning of each chapter illustrate teacher thinking about the chapter topic and <i>metacognitive connections</i> at the end of each chapter link its content with that of the preceding and following chapters.<br>*<b>Contributor Expertise.</b> Few volumes can boast of a more luminous cast of contributing authors (see table of contents).<br>*<b>Comprehensiveness.</b> Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition.<br><br>This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.</p> <p><b>Contents: </b>Preface. <b>Part I: </b><i>Metacognition and Theory.</i><b>P.L. Griffith, J. Ruan,</b> What Is Metacognition and What Should Be Its Role in Literacy Instruction? <b>J. Randi, E.L. Grigorenko, R.J. Sternberg,</b> Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway? <b>S.J. Samuels, K-A.M. Ediger, J.R. Willcutt, T.J. Palumbo,</b> Role of Automaticity in Metacognition and Literacy Instruction. <b>L. Baker,</b> Developmental Differences in Metacognition: Implications for Metacognitively Oriented Reading Instruction. <b>Part II: </b><i>Metacognition and Assessment.</i><b>C.C. Block,</b> What Are Metacognitive Assessments? <b>M.C. Schmitt,</b> Measuring Students' Awareness and Control of Strategic Processes. <b>S.G. Paris, J. Flukes,</b> Assessing Children's Metacognition About Strategic Reading. <b>P. Afflerbach, K. Meuwissen,</b> Teaching and Learning Self-Assessment Strategies in Middle School. <b>K.L. Bauserman,</b> Metacognitive Processes Inventory: An Informal Instrument to Assess a Student's Developmental Level of Metacognition. <b>Part III: </b><i>Metacognition and Literacy Instruction.</i><b>S.E. Israel, D. Massey,</b> Metacognitive Think-Alouds: Using a Gradual Release Model With Middle School Students. <b>L.M. Joseph,</b> The Role of Self-Monitoring in Literacy Learning. <b>F.J. Schrieber,</b> Metacognition and Self-Regulation in Literacy. <b>S.J. Donndelinger,</b> Integrating Comprehension and Metacognitive Reading Strategies. <b>P.A. Smith,</b> A Window Into a Thinking Classroom. <b>C. Cummins, M.T. Stewart, C.C. Block,</b> Teaching Several Metacognitive Strategies Together Increases Students' Independent Metacognition. <b>Part IV: </b><i>Metacognition and Professional Development.</i><b>G.R. Duffy,</b> Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development. <b>V.J. Risko, K. Roskos, C. Vukelich,</b> Reflection and the Self-Analytic Turn of Mind: Toward More Robust Instruction in Teacher Education. <b>C.L. Bowman, M. Galvez-Martin, M. Morrison,</b> Developing Reflection in Preservice Teachers. <b>C.A. Rosemary,</b> Teacher Learning Instrument: A Metacognitive Tool for Improving Literacy Teaching. <b>K. Kinnucan-Welsch,</b> Coaching for Metacognitive Instructional Practice. <b>M. Pressley,</b> Final Reflections: Metacognition in Literacy Learning: Then, Now, and in the Future.</p>