02838oam 2200637I 450 991045074960332120200520144314.01-135-60629-31-282-37520-297866123752001-4106-1330-510.4324/9781410613301 (CKB)1000000000244692(EBL)257309(OCoLC)475973483(SSID)ssj0000201592(PQKBManifestationID)11954384(PQKBTitleCode)TC0000201592(PQKBWorkID)10245287(PQKB)10642841(MiAaPQ)EBC257309(Au-PeEL)EBL257309(CaPaEBR)ebr10120562(OCoLC)742296511(OCoLC)70810146(EXLCZ)99100000000024469220180706d2005 uy 0engur|n|---|||||txtccrMetacognition in literacy learning theory, assessment, instruction, and professional development /edited by Susan E. Israel. [and others]Mahwah, N.J. :L. Erlbaum Associates,2005.1 online resource (463 p.)Description based upon print version of record.0-8058-5230-1 0-8058-5229-8 Includes bibliographical references and indexes.Contents; Preface; Acknowledgments; About the Editors; About the Contributors; PART I: METACOGNITION AND THEORY; PART II: METACOGNITION AND ASSESSMENT; PART III: METACOGNITION AND LITERACY INSTRUCTION; PART IV: METACOGNITION AND PROFESSIONAL DEVELOPMENT; Final Reflections: Metacognition in Literacy Learning: Then, Now, and in the Future; Author Index; Subject IndexThis 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:*<bReadingReading, Psychology ofMetacognition in childrenElectronic books.Reading.Reading, Psychology of.Metacognition in children.428.4Israel Susan E894296FlBoTFGFlBoTFGBOOK9910450749603321Metacognition in literacy learning2005887UNINA