Using Metacognitive Assessments to Create Individualized Reading Instruction —
Abstract of

Introduction
Thinking Metacognitively

Susan E. Israel

Before using metacognitive assessments as a tool to create individualized instruction in your classroom, it is important to possess a solid understanding of what metacognition is and why metacognitive strategies are, in fact, such an integral part of effective reading. Therefore, in order to help reading professionals understand why metacognition and metacognitive strategies should be integrated into reading instruction–and therefore why teachers should use metacognitive assessments–this chapter provides a straightforward introduction to the connection between metacognition and reading comprehension, a description of some of the theoretical aspects of metacognition, an exploration of pedagogy that develops metacognition, and an explanation of how increasing metacognitive awareness has a direct impact on reading comprehension and motivation and the development of self-regulated readers. The chapter also provides an overview of the functions of metacognition, the developmental levels at which metacognitive strategy utilization occurs, and recommended phases for introducing metacognitive strategies to students prior to using metacognitive assessments.

Israel, S.E. (2007). Thinking Metacognitively. In Using Metacognitive Assessments to Create Individualized Reading Instruction (pp. 1-13). Newark, DE: International Reading Association.