A Metacognitive Approach to Phonics
| Author | : |
| Publisher | : |
| Total Pages | : 18 |
| Release | : 1988 |
| Genre | : Reading |
| ISBN | : |
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A Metacognitive Approach to Phonics
| Author | : Irene W. Gaskins |
| Publisher | : |
| Total Pages | : 10 |
| Release | : 1988 |
| Genre | : |
| ISBN | : |
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Teaching Comprehension Strategies
| Author | : |
| Publisher | : R.I.C. Publications |
| Total Pages | : 107 |
| Release | : 2006 |
| Genre | : Comprehension |
| ISBN | : 174126524X |
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A series of books using modelling, guided and independent practice to teach students strategies they can use to develop different reading comprehension skills.
Metacognition in Literacy Learning
| Author | : Susan E. Israel |
| Publisher | : Routledge |
| Total Pages | : 493 |
| Release | : 2006-06-17 |
| Genre | : Education |
| ISBN | : 1135606285 |
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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. Key features include: *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.
Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction
| Author | : Kouider Mokhtari |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Reading comprehension |
| ISBN | : 9781475831290 |
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This 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.
The Effects of Developing Metacognition to Bridge Phonics and Comprehension in Fourth Grade Struggling Readers
| Author | : Wendy Elvin-Thomas |
| Publisher | : |
| Total Pages | : 184 |
| Release | : 2014 |
| Genre | : Dissertations, Academic |
| ISBN | : |
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ABSTRACT: This qualitative research study documents the observed behaviors and reported experiences of fourth grade struggling reading students and their teacher when developing metacognition to bridge phonics and comprehension while increasing their motivation to read. Twenty-three fourth grade students participated in the study in a rural intermediate school containing approximately 1,200 students in the Northeastern United States. In this study, the teacher examined the process of employing metacognitive phonetic and comprehension strategies within authentic literature by meeting students at their independent reading level, providing book choice, using multisensory activities, modeling think alouds, and providing opportunities for self-reflection. During the study, the teacher took anecdotal notes, adjusting and applying reading strategies as needed by the students. The students wrote weekly in a reflective journal about their experiences. Methods of gathering data included teacher observation, artifacts, surveys, informal interviews, and student reflective journals. Methods of analysis included field log analysis, student interview analysis, reading attitude survey analysis, running record analysis, CORE Phonics Survey analysis, Reading Inventory Analysis, and codes and bins analysis. Students were taught specific strategies for monitoring their reading at a deeper level including: decoding, fluency, and comprehension. Students practiced decoding and analyzing words within authentic literature when their meaning broke down. The teacher discovered that by meeting students where they are on the reading continuum, providing students with book choices, and guiding students to discover their own inner voice when they are reading positively influenced their reading experience. Findings suggest teachers must allow time for students to practice reading skills on their independent reading level with their book of choice. Independent practice builds background knowledge, strengthens reading skills, builds interest and confidence, motivates and increases stamina in reading. The creation of a personalized tool box of "fix-it" strategies allows students to reflect upon what to do when meaning breaks down in the future.
Metacognitive Approaches to Developing Oracy
| Author | : Roy Evans |
| Publisher | : Routledge |
| Total Pages | : 268 |
| Release | : 2013-09-13 |
| Genre | : Education |
| ISBN | : 1317996240 |
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The acquisition of speech and language represent significant achievements for all children. These aspects of child development have received substantial attention in the research literature and a considerable body of theoretical knowledge exists to chart progress from infancy to maturity. Cross-cultural studies have identified the common purposes served by the acquisition of oral language by children, and the essential similarity in the sequence through which speech develops irrespective of geography and culture. What is less clear is precisely ‘how’ children learn to say what they mean and ‘how’ teachers and parents can support and enhance the development of meaningful speech in their children. Until now, children’s speech has been underused as a means of promoting learning in the formal school setting. New requirements within the National Curriculum are trying to address this gap, but there remains a lack of clarity as to what this means for practice, and how it relates to the broad base of curricular objectives. This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children. This book was previously published as a special issue of Early Child Development and Care.
Literacy Assessment and Metacognitive Strategies
| Author | : Stephanie L. McAndrews |
| Publisher | : Guilford Publications |
| Total Pages | : 523 |
| Release | : 2020-06-25 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1462543723 |
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Packed with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK–12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a webpage where they can download and print the reproducible materials.
Foundations of Metacognition
| Author | : Michael J. Beran |
| Publisher | : OUP Oxford |
| Total Pages | : 364 |
| Release | : 2012-09-06 |
| Genre | : Psychology |
| ISBN | : 0191634549 |
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Metacognition refers to the awareness an individual has of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years metacognition research has become a rapidly growing field of interdisciplinary research within the cognitive sciences. Just recently, there have been major changes in this field, stimulated by the controversial issues of metacognition in nonhuman animals and in early infancy. Consequently the question what defines a metacognitive process has become a matter of debate: how should one distinguish between simple minds that are not yet capable of any metacognitive processing, and minds with a more advanced architecture that exhibit such a capacity? Do nonhuman animals process the ability to monitor their own mental actions? If metacognition is unique to humans, then at what stage in development does it occur, and how can we distinguish between cognitive and metacognitive processes? The Foundations of Metacognition brings together leading cognitive scientists to consider these questions. It explores them from three different perspectives: from an evolutionary point of view the authors ask whether there is sufficient evidence that some non-human primates or other animals monitor their mental states and thereby exhibit a form of metacognition. From a developmental perspective the authors ask when children start to monitor, evaluate und control their own minds. And from a philosophical point of view the main issue is how to draw the line between cognitive and metacognitive processes, and how to integrate the different functions in which metacognition is involved into a single coherent picture of the mind. The foundations of metacognition - whatever they will turn out to be - have to be as complex as this pattern of connections we discover in its effects. Bringing together researchers from across the cognitive sciences, the book is valuable for philosophers of mind, developmental and comparative psychologists, and neuroscientists.
Connect to Comprehension
| Author | : Lynn Givens |
| Publisher | : |
| Total Pages | : |
| Release | : 2007-06-30 |
| Genre | : |
| ISBN | : 9780615887913 |
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Connect to Comprehension is a comprehensive, scripted intervention reading program for struggling readers in grades 1-8. It is effective for small group intervention as well as for one-on-one tutoring. This program was developed to provide students who struggle with decoding access to upper-level comprehension instruction. Struggling readers typically don't get practice in these comprehension skills either because the reading materials are too difficult to decode or the lower-level text they can read are not engaging and motivating. As a result, when struggling readers begin to become more fluent, they then have to conquer their gaps in comprehension, especially upper-level skills such as making inferences, determining cause and effect, comparing and contrasting. In Connect to Comprehension, these upper-levels skills are explicitly taught, scaffolded, and practiced while students are learning and practicing basic decoding/structural analysis skills.
