Metacognition in Literacy Learning

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. <p/><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. <p/>This volume is appropriate for reading researchers professional development audiences and for upper-level undergraduate and graduate level courses in reading and educational psychology.<br>