Instructional Practices

Instructional Practices

1st Edition - July 24, 1985

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  • Editors: D. L. Forrest-Pressley, G. E. MacKinnon, T. Gary Waller
  • eBook ISBN: 9781483262901

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Description

Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition — as a mental function and the directing of this function — and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, form of print, and conventions of print or metacognitive constructs. Other papers analyze metacognition, instruction, the role of questioning activities, as well as the connection between metacognition and learning disabilities. One author evaluates a different perspective whether attention-related difficulties are a normal development in a young child or a disability in the older child. This author also explains meta-attention pertaining to task solving, selective attention to other stimuli, and visual search of the surrounding or for a target object. One research shows that methodologies designed to induce underachieving children to regulate their own academic behavior can improve their performance. The text can prove useful to child psychologists, behavioral scientists, and students and professors in child education.

Table of Contents


  • Contributors

    Preface

    Contents of Volume 1

    1 Metacognitive Processes: Reading and Writing Narrative Discourse

    Overview

    Metacognition

    Metacognition and Reading: Metacomprehension

    The Structure of Narratives

    Effects of Training in the Use of Story Structure as a Metatextual Aid to Reading

    Related Theory and Research in Writing

    Knowledge and Use of Structural Elements in Writing

    Effects of Instruction in Story Elements on Reading Comprehension and Writing

    Conclusions

    Implications for Educational Practice

    Appendix

    References

    2 Cognitive Monitoring and Early Reading: A Proposed Model

    Introduction

    Three Hazards to the Study of Early Reading

    A Theoretical Perspective of Early Reading

    Two Tests of the Model

    Conclusion

    References

    3 Metacognition, Instruction, and the Role of Questioning Activities

    Overview

    Introduction: The Intellectual Climate

    Metacognition

    Questioning as a Cognitive and Metacognitive Activity

    Questioning within the Context of Cognitive and Metacognitive Development

    Questioning and Metacognition in Instructional Settings

    Summary and Conclusions

    References

    4 Metacognition and Learning Disabilities

    Metacognition and Learning Disabilities

    Clarification of Concepts

    What Is the Relevance of Metacognitive Theory and Research to the Learning Disabilities Field?

    Why Is the Learning Disabilities Field So Receptive to Metacognitive Theory?

    Research on Selective Attention

    Research on Memory Processes

    What Is the Impact of Metacognitive Theory and Research on the Learning Disabilities Field?

    Impact of Research on Metacognitive Skills in Learning Disabled Students

    Impact on Learning Disabilities Remediation

    Criticisms of a Metacognitive Perspective of Learning Disabilities

    Future Directions

    Epilogue

    References

    5 Metacognition and Attention

    Introduction

    Changes in Attention during Development

    Meta-attention concerning Attending to a Task and Ignoring Distractions

    Meta-attention concerning Selectively Attending to Relevant Stimuli

    Meta-attention concerning Visual Search

    A Classification System for Variables Affecting Attention

    Theoretical Frameworks for Meta-attention

    Applications

    Critique of Methods

    Concluding Comments and Directions for Future Research

    References

    6 Cognitive Self-Regulatory Training for Underachieving Children

    Introduction

    Research concerning the Nonacademic Cognitive Behavior of Underachieves

    Metacognitive Deficits

    Metacognitive Training Interventions

    Conclusions: Self-Regulatory Interventions with Academically Deficient Children

    References

    7 Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the Classroom

    Introduction

    Learned Helplessness and Metacognition

    Children's Styles of Responding to Failure

    The Influence of Inappropriate Teaching Practices

    Teaching Metacognitive Strategies

    Conclusion

    References

    Author Index

    Subject Index


Product details

  • No. of pages: 328
  • Language: English
  • Copyright: © Academic Press 1985
  • Published: July 24, 1985
  • Imprint: Academic Press
  • eBook ISBN: 9781483262901

About the Editors

D. L. Forrest-Pressley

G. E. MacKinnon

T. Gary Waller

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