An examination of metacognition in literacy learning. It provides the theoretical foundation that supports the teaching of metacognition; new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and new information on integrating metacognition into professional development programs.

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.

"...'Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development' one of the first in its field to offer an integrated approach in showing how metacognitive theory can be used by reading teachers (taken in its purest sense as the literal comprehension of text) during reading and writing tasks."-PsycCRITIQUES "This book presents an up-to-date, broad, and very useful summary of theory, research, and practice concerning the important role of metacognition in literacy learning. It should prove an invaluable resource for teachers, parents and others concerned with fostering children's literacy. The book contains several helpful reviews of the field's history and research accomplishments (e.g., the chapters by Baker, Paris and Flukes, and Pressley) as well as informative chapters on metacognitive assessment and professional development. Readers whose knowledge of the area is mostly confined to its beginnings in the seventies and eighties will surely be amazed at how much has been done and learned in recent years. The book is full of insightful ideas and suggestions about the topic."-John FlavellStanford University