Description
Book SynopsisThis book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students' reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.
Trade ReviewThis volume provides the most comprehensive resource on metacognition and reading that is currently available. The chapter authors write from a solid foundation of both academically rigorous research and informed pedagogical practice. Readers of this volume will receive a current prospective on how to build and sustain readers’ metacognitive skills that will result in improved comprehension of both print and online based textual materials. In particular, viewing the interdependency of reading and thinking skills with other language skills (listening, speaking, and writing) makes this volume a significant resource to enhance the teaching of reading and the preparation of teachers of reading. -- Neil J Anderson, professor, Brigham Young University–Hawaii
Kouider Mokhtari, an expert on metacognition, has gathered a group of well-renowned researchers, to share current research and their up-to-date understandings on this important construct. One key strength, the volume seamlessly explores the role of metacognition in the reading comprehension of both first- and second-language readers. This comprehensive overview effectively addresses the historical roots of metacognition as well as its relationship to more current theoretical perspectives. The book’s contributors also provide a cogent research-based case for teaching metacognitive strategies to students of varying ages. Clearly written and broad in scope, the book should become an indispensable resource for researchers, staff developers, and students enrolled in teacher preparation programs. -- Rachel Brown, PhD, Associate Professor, Syracuse University
Table of ContentsPreface Chapter 1: The Development of Metacognitive Knowledge and Control of Comprehension: Contributors and Consequences, Linda Baker Chapter 2: Skills and Strategies: Their Differences, Their Relationships, And Why They Matter, Peter Afflerbach, P. David Pearson, & Scott Paris Chapter 3: Assessing Metacognition in Reading, Marcel V. J. Veenmann Chapter 4: The Construction-Integration (CI) Model of Text Comprehension: A Lens for Teaching the Common Core Reading Standards, D. Ray Reutzel Chapter 5: Improving Metacomprehension with the Situation-Model Approach, Jennifer Wiley, Keith W. Thiede, & Thomas D. Griffin Chapter 6: The Reading-Writing-Thinking Connection: How Literacy and Metacognition Are Mutually Interdependent, Annamary L. Consalvo & Diane L. Schallert Chapter 7: Improving Adolescents’ Reading Comprehension and Engagement Through Strategy-based Interventions, Susan Cantrell, Janice Almasi & Margaret Rintamaa Chapter 8: Preparing College Students to Learn More from Academic Texts through Metacognitive Awareness, Richard L. Isakson, Marné B. Isakson Chapter 9: Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Upper Grades, Stephan Sargent Chapter 10: Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Primary and Elementary Grades, Mindy Smith Chapter 11: Exploring the Potential of Internet Reciprocal Teaching to Improve Online Reading, Jill Kastek Chapter 12: Development of Word Identification in a Second Language, Keiko Koda About the Editor About the Contributors
