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Metacognition Matters: Insights and Concepts that Promote Reading Comprehension [Paperback]

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Item description for Metacognition Matters: Insights and Concepts that Promote Reading Comprehension by Monica Handyside...

Unlocking the connection between Psychology and second language reading.

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Item Specifications...

Pages   144
Est. Packaging Dimensions:   Length: 9.3" Width: 6.7" Height: 0.4"
Weight:   0.6 lbs.
Binding  Softcover
Release Date   Feb 25, 2008
Publisher   VDM Verlag
ISBN  3836461005  
ISBN13  9783836461009  

Availability  102 units.
Availability accurate as of Oct 26, 2016 12:07.
Usually ships within one to two business days from La Vergne, TN.
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More About Monica Handyside

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Product Categories

1Books > Subjects > Nonfiction > Education > General
2Books > Subjects > Professional & Technical > Education > General

Reviews - What do customers think about Metacognition Matters: Insights and Concepts that Promote Reading Comprehension?

Teaching Metacognitive Strategies to help Second Language Readers in English  May 10, 2008
"Metacognition Matters" is a seminal essay authored by a linguist and university professor specialized in English Language Learners (ELL)instruction and methodology. The book provides the reader with new perspectives and fresh, research-based insights into the relationship between metacognition theory and Second Language Reading for English
Language Learners.

The study, firmly rooted in measured outcomes of explicit, direct classroom instruction in metacognitive strategies (such as previewing / purpose setting, predicting, drawing from background knowledge, self-questioning, summarizing and applying fix-up strategies) concluded that metacognitive awareness improves English learners' reading comprehension.

A detailed, up-to-date review of second language learning theories, and an analysis of issues related to second language reading and metacognition aspects accompanies the research and constitutes a forte for readers and educators less familiar with the concepts and principles underlying metacognitive training to language readers who may, nevertheless, feel the need to use such instruction to facilitate reading comprehension and advance fluent reading across the board.

In my opinion, the source of information provided by the present volume
is indispensable to all those dedicated to improving L 2 teaching and narrowing the gap between non-English speakers and their counterparts: ELL teachers, administrators, tutors, volunteers, etc. who are committed to making data-driven, research-informed decisions about instructional design and implementation in public schools.

Dr. Francesco A. Giotta
ESOL Instructor
Montgomery College - Maryland

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