Metacognitive think-alouds: Using a gradual release model with middle school students

Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development

Volumn , Issue , 2005, Pages 183-198

  Israel, Susan E ^a   Massey, Dixie ^b  

^a UNIVERSITY OF DAYTON   (United States)

^b NORTH CAROLINA A AND T STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905534352     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410613301     Document Type: Chapter

References (37)

1. Afflerbach, P., & VanSledright, B. (2001). Hath! Doth! What? Middle graders reading innovative history text. Journal of Adolescent & Adidt Literacy, 44(8), 696-707.
2. Alvermann, D. E., O'Brien, D. G., & Dillon, D. R. (1990). What teachers do when they say they're having discussions of content area reading assignments: A qualitative analysis. Read-ing Research Quarterly, 25, 296-322.
3. Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 77-95). New York: Guilford.
4. Block, C. C. (2002). Helping children comprehend nonfiction text: What we know, what we can do, and what we still need to learn. California Reader.
5. Block, C. C., & Israel, S. E. (2004). The ABC's of performing think-alouds. The Reading Teacher, 58(2), 148-167.
6. Brophy, J. E. (1997). Motivating students to learn. New York: McGraw-Hill.
7. Caldwell, J., & Leslie, L. (2003/2004). Does proficiency in middle school reading assure proficiency in high school reading? The possible role of think-alouds. Journal of Adolescent &
8. Adult Literacy, 47(4), 324-335.
9. Coté, N., Goldman, S., & Saul. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25(1), 1-53.
10. Cunningham, P., & Cunningham, J. (2001). What we know about how to teach phonics. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 87-109). Newark, DE: International Reading Association.
11. Dickson, S. V., Simmons, D., & Kameenui, E. (2002). Text organization and its relation to rea/ding comprehension: A synthesis of the research. Document prepared by the National Center to Improve the Tools of Educators. Available at http://idea.uoregon.edu:16080/~ncite/docu-ments/techrep/tech17.html
12. Donovan, C. A., & Smolkin, L. B. (2002a). Children's genre knowledge: An examination of K-5 students' performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly, 37(4), 428-465.
13. Donovan, C. A., & Smolkin, L. B. (2002b). Considering genre, content, and visual features in the selectionof trade books for science instruction. The ReadingTeacher, 55(6), 502-520.
14. Dreher, M. J. (2002). Children searching and using information text: A critical part of comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 289-304). New York: Guilford.
15. Fournier, D. N., & Graves, M. F. (2002). Scaffolding adolescents' comprehension of short stories. Journal of Adolescent & Adult Literacy, 46(1), 30-39.
16. Graves, M. F., Juel, C., & Graves, B. B. (2001). Teaching reading in the 21st century. Boston: Allyn & Bacon.
17. Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E., Faibisch, F. M., Hunt, B., & Mitchell, A. M. (1996). Growth ofliteracy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-332.
18. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Lawrence Erlbaum Associates.
19. Hennings, D. G. (1993). On knowing and reading history. Journal ofReading, 36(5), 362-370.
20. Israel, S. E. (2002). Understanding strategy utilization during reading comprehension: Relations between text type and reading levels using verbal protocols. Unpublished doctoral dissertation, Ball State University, Muncie, IN.
21. Ivey, G. (2002). Building comprehension when they're still learning to read words. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 234-246). New York: Guilford.
22. Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350-377.
23. Maria, K., & Hathaway, K. (1993). Using think alouds with teachers to develop awareness of reading strategies. Journal of Reading, 37(1), 12-18.
24. Massey, D. D. (2003). A comprehension checklist: What if it doesn't make sense? The Reading Teacher, 57(1), 81-84.
25. Moniuszko, L. K. (1992). Motivation: Reaching reluctant readers age 14-17. Journal ofReading, 16(1), 32-34.
26. Moss, B. (2003). An exploration of eight sixth graders' engagement with nonfiction trade books. InC. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 321-331). Oak Creek, WI: National Reading Conference.
27. Moss, B., & Hendershot, J. (2002). Exploring sixth graders' selection of nonfiction trade books. The Reading Teacher, 56(1), 6-17.
28. Myers, M., & Paris, S. G.(1978). Children's metacognitive knowledge about reading. Journal of Educational Psychology, 70, 680-690.
29. National Institute of Child Health and Human Development. (2000a). Report of the National Reading Panel: Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
30. National Institute of Child Health and Human Development. (2000b). Teaching children to read-Summary report of the National Reading Panel. Washington, DC: U.S. Government Printing Office.
31. O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum pedagogy, and school culture. Reading Research Quarterly, 30, 442-463.
32. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
33. Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development, 55, 2083-2093.
34. Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 291-309). Newark, DE: International Reading Association.
35. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates.
36. RAND Reading Study Group. (2001). Reading for understanding: Toward an R & D program in reading comprehension. Technical report for the Office of Educational Research and Improvement.
37. Vacca, R. T. (1998). Let's not marginalize adolescent literacy. Journal of Adolescent and Adult Literacy, 41, 604-609.