Metacognition in Literacy Learning Theory, Assessment, Instruction, and Professional Development
Susan E. Israel (Editor), Cathy Collins Block (Editor), Kathryn Kinnucan-Welsch (Editor), Kathryn L. BausermanBooks.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Synopsis
Intending to help reading educators develop higher-level thinking and reading strategies in their classrooms, to improve both teacher and student thought and achievement by applying theories of metacognition, and to answer the call to increase the quantity and quality of children's metacognitive knowledge, these 20 essays cover a range of theoretical issues and applications. Topics on theory include metacognition's role in literacy education, the nature of comprehension and automaticity, and developmental differences in metacognition. Those on assessment include measuring students' awareness and learning self-assessment strategies, those on instruction include a gradual release model and other strategies, and those on professional development include developing a self-analytical frame of mind an coaching. Annotation ©2005 Book News, Inc., Portland, OR