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

by Susan E. Israel (editor), Cathy Collins Block (Editor), Kathryn L. Bauserman (Editor)

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 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
* Chapter Structure. Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at 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.

462 pages, Paperback

First published June 1, 2005

Reviews

[Nick · Rating 5 out of 5]

I liked chapter 3, on metacognition in the reading process and developing automaticity. I found chapter 5 and the strategies for assessing metacognition in reading comprehension very helpful as well. It made me realize how many metacognition assessments I've taken in my own education and the value of them.

When it discussed self-monitoring in chapter 11, I started becoming more aware of my own self-monitoring patterns, which until recently have been instinctive and automatic. I paid more attention to why I reread what I did, why I highlighted certain things, when I stopped to check for understanding the main idea. Being able to consciously monitor my own reading will definitely help me when I need to model a think-aloud. Overall I found this to be quite a beneficial read!

[ResearchOnDIBELS]

Beginning on page 402, Michael Pressley argues that according to his research (in process at the time of writing this chapter) DIBELS provide little new information about a student's reading performance when compared to a teacher's individual assessments and reading series unit tests.