Instructional Practices

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.

ContributorsPrefaceContents of Volume 11 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 References2 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 References3 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 References4 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 References5 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 References6 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 References7 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 ReferencesAuthor IndexSubject Index