Improving Reading Comprehension through Metacognitive Reading Strategies Instruction

Häftad, Engelska, 2016

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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.

Produktinformation

Utgivningsdatum2016-11-02
Mått152 x 228 x 16 mm
Vikt367 g
FormatHäftad
SpråkEngelska
Antal sidor270
FörlagBloomsbury Publishing Plc
ISBN9781475831290

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Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor, Literacy Education, at the University of Texas at Tyler, Texas, where he engages in research, teaching, and service initiatives aimed at advancing literacy instruction and increasing students' literacy achievement outcomes. His research focuses on the acquisition of language and literacy by first and second language learners, with particular emphasis on children, adolescents, and adults who can read but have difficulties understanding what they read. Kouider's research has been featured in various literacy research and practice journals. His book Preparing Every Teacher to Reach English Learners (Harvard University Press) was presented the 2013 American Association of Colleges For Teacher Education (AACTE) Outstanding Book Award. He was also the recipient of the 2014 International Reading Association John C. Manning Public School Service Award.

PrefaceChapter 1: The Development of Metacognitive Knowledge and Control of Comprehension: Contributors and Consequences, Linda BakerChapter 2: Skills and Strategies: Their Differences, Their Relationships, And Why They Matter, Peter Afflerbach, P. David Pearson, & Scott ParisChapter 3: Assessing Metacognition in Reading, Marcel V. J. VeenmannChapter 4: The Construction-Integration (CI) Model of Text Comprehension: A Lens for Teaching the Common Core Reading Standards, D. Ray ReutzelChapter 5: Improving Metacomprehension with the Situation-Model Approach, Jennifer Wiley, Keith W. Thiede, & Thomas D. GriffinChapter 6: The Reading-Writing-Thinking Connection: How Literacy and Metacognition Are Mutually Interdependent, Annamary L. Consalvo & Diane L. SchallertChapter 7: Improving Adolescents’ Reading Comprehension and Engagement Through Strategy-based Interventions, Susan Cantrell, Janice Almasi & Margaret RintamaaChapter 8: Preparing College Students to Learn More from Academic Texts through Metacognitive Awareness, Richard L. Isakson, Marné B. IsaksonChapter 9: Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Upper Grades, Stephan SargentChapter 10: Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Primary and Elementary Grades, Mindy SmithChapter 11: Exploring the Potential of Internet Reciprocal Teaching to Improve Online Reading, Jill KastekChapter 12: Development of Word Identification in a Second Language, Keiko KodaAbout the Editor About the Contributors

This 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.