Metacognition in literacy learning : theory, assessment, instruction, and professional development

By Susan E. Israel, Cathy Collins Block, Kathryn L. Bauserman, K. Kinnucan-Welsch. 2006

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/13fd50423342dbebd41a7f270301089a6b1b00ae

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Abd‐El‐Khalick
2. V. Akerson
3. R. Khishfe
4. Randy L. Bell
5. Norman G. Lederman
6. Nader Wahbeh
7. Michael P. Clough
8. D. Hanuscin

In Education

1. F. Abd‐El‐Khalick
2. V. Akerson
3. R. Khishfe
4. Randy L. Bell
5. Norman G. Lederman
6. D. Hanuscin
7. Michael P. Clough
8. Nader Wahbeh

Citations in the corpus

• The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science (2009, background): “The two-component model underlying the MAI is consistent with theoretical expectations (cf., Flavell, 1987; Israel et al., 2005) and was found to have strong empirical support: Schraw and Dennison reported that the factors associated with the two components were highly reliable (α = 0.”