Susan E. Israel – författare

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.

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.

This volume offers an updated analysis of the methodology of reading and reading research since 1995, when the landmark book Verbal Protocols of Reading: The Nature of Constructively Responsive Reading by Michael Pressley and Peter Afflerbach was published. It offers a thorough cross-analysis of the conscious processes experienced during reading, the structure of reading comprehension, and its application to more current initiatives such as Common Core State Standards and Response to Intervention. It also provides a detailed analysis of Constructively Responsive Reading through relevant online self-report studies in reading and reading comprehension behavior. It is a fresh and comprehensive volume that speaks not only to reading researchers, but to literacy teachers at all levels.

This volume offers an updated analysis of the methodology of reading and reading research since 1995, when the landmark book Verbal Protocols of Reading: The Nature of Constructively Responsive Reading by Michael Pressley and Peter Afflerbach was published. It offers a thorough cross-analysis of the conscious processes experienced during reading, the structure of reading comprehension, and its application to more current initiatives such as Common Core State Standards and Response to Intervention. It also provides a detailed analysis of Constructively Responsive Reading through relevant online self-report studies in reading and reading comprehension behavior. It is a fresh and comprehensive volume that speaks not only to reading researchers, but to literacy teachers at all levels.

Foster young children's early literacy skills and build a strong foundation for reading!

Emphasizing the importance of providing emerging readers with the skills for future literacy success, Early Reading First and Beyond is a comprehensive resource that helps early childhood educators develop children's readiness for kindergarten by providing creative learning experiences based on the most current literacy research.

In reader-friendly terms, Susan E. Israel illustrates how to create rich learning environments, provide activities to engage young minds, and promote the important language, cognitive, and early reading skills necessary to encourage learners' self-confidence. Teachers will find proven practices, assessment tools, guidelines for meeting individual learning needs, examples, advice for professional development sessions, and connections to International Reading Association standards.

This book presents essential information for understanding and implementing the core components of an Early Reading First program:

Advocating strong connections between home and school, this accessible text offers teachers, early childhood education specialists, literacy coaches, administrators, and parents the appropriate tools to make a significant, positive difference in young children's futures.