"This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition: Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels: and Part IV provides new information on integrating metacognition into professional development programs." "This volume is appropriate for reading researchers, professional development audiences, and upper-level undergraduate and graduate level courses in reading and educational psychology."--Jacket.