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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.
List of contents
Preface
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
About the author
Edited by Kouider Mokhtari
Summary
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.
