Metacognition Matters Insights and Concepts that Promote Reading Comprehension Monica Bracho Handyside 9783639436532 Books
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Revision with unchanged content. American schools are experiencing a substantial growth in the numbers of students whose primary language is other than English. These youngsters are considered English language learners (ELL). According to Van Hook & Fix (2000), these children represent about twenty percent of all U.S. students. While a number of immigrant children succeed in school, many of them do not. In particular, students of Latino and Caribbean origin are disproportionately likely to perform poorly in reading and in school. These English language learners face many obstacles because they are in the process of acquiring English as their second language but in parallel they have to learn grade-level content as well as achieve high levels of literacy in English. They are constantly challenged with the linguistic complexities of the English language as they attempt to not only master basic literacy skills including phonemic awareness, phonics, decoding, vocabulary, and fluency, but to also derive meaning from academic texts. Since English language learners face the task of learning to read English as well as the academic content that English texts relate, effective instruction needs to include the development of thinking skills as well as the teaching of learning strategies that will help them do so.
Metacognition Matters Insights and Concepts that Promote Reading Comprehension Monica Bracho Handyside 9783639436532 Books
"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 EnglishLanguage 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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Tags : Metacognition Matters: Insights and Concepts that Promote Reading Comprehension [Monica Bracho Handyside] on Amazon.com. *FREE* shipping on qualifying offers. Revision with unchanged content. American schools are experiencing a substantial growth in the numbers of students whose primary language is other than English. These youngsters are considered English language learners (ELL). According to Van Hook & Fix (2000),Monica Bracho Handyside,Metacognition Matters: Insights and Concepts that Promote Reading Comprehension,AV Akademikerverlag,3639436539,EDUCATION General
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Metacognition Matters Insights and Concepts that Promote Reading Comprehension Monica Bracho Handyside 9783639436532 Books Reviews
"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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