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The purpose of this article is to provide teachers with examples of how to perform effective think‐alouds. Twelve think‐alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activities to assist students in developing the ability to perform think‐alouds independently, without teacher prompting. The last section of the article provides teachers with methods of assessing think‐alouds.

Research has demonstrated that teaching expertise makes a significant difference in the rate and depth of students' literacy growth, and that highly effective educators share similar characteristics (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Ruddell, 1997). The National Reading Research Panel (NRRP, 1999) and IRA (2000) recommended that \"educators seek out teachers who best exemplify solid teaching, support their work, and consider their successes\" (NRRP, p. 20). The purpose of this study was to identify the qualities of teaching expertise that distinguished highly effective instruction at different grade levels. The study occurred in four phases. In Phase I, 647 directors of literacy instruction, in K-12 institutions from seven English-speaking countries, analyzed highly effective instruction in action from preschool to Grade 5 through case study point-by-point Delphi procedures. In Phase II, the resultant 1,294 characteristics of teaching expertise were dimensionalized into 475 categories and interrater reliabilities were computed. In Phase III, 11 prominent researchers from the U. S., Canada, and Australia cross-validated the data. In Phase IV, the authors summarized the five most distinctive qualities per grade level, compared characteristics across grades, and analyzed commonalities and differences between literacy directors' and researchers' rankings. Preschool to Grade 5 literacy teachers were distinguished from one another by 44 indices of teaching expertise. Applications of these data for research, policy, and practice were described. /// [Spanish] La investigación ha demostrado que la aptitud didáctica influye significativamente en la velocidad y profundidad del desarrollo de la alfabetización en los estudiantes; asimismo, los docentes muy eficaces comparten características similares (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block & Morrow, 2001; Ruddell, 1997). El Panel Nacional de Investigación en Lectura (NRRP, 1999) y la IRA (2000) recomendaron que \"los educadores busquen docentes que representen una didáctica sólida, den sustento a su trabajo y consideren sus logros\" (NRRP, p. 20). El propósito de este estudio fue identificar las cualidades de las aptituden didácticas que distinguieron la enseñanza efectiva en diferentes niveles escolares. El estudio se llevó a cabo en cuatro fases. En la Fase I, seiscientos cuarenta y siete directores de instrucción en alfabetización, en instituciones K-12 de siete países de habla inglesa, analizaron las didácticas efectivas en acción, desde el nivel inicial hasta 5° grado, a través de procedimientos Delphi de estudios de caso. En la Fase II, el resultante, 1294 características de aptitud didáctica, se dimensionalizaron en 475 categorías y se computó la confiabilidad entre ellas. En la Fase III, once destacados investigadores de los Estados Unidos, Canadá y Australia validaron los datos. En la Fase IV, los autores resumieron las cinco cualidades más prominentes por nivel escolar, compararon las características entre grados y analizaron las similitudes y diferencias entre los rangos asignados por los directores y los investigadores. Los docentes de nivel inicial a 5° grado se distinguieron entre sí por cuarenta y cuatro índices de aptitud didáctica. Se describieron las aplicaciones de estos datos a la investigación, las políticas educativas y la práctica. /// [German] Die Forschung hat gezeigt, daß das Unterrichtsfachwissen einen bedeutenden Unterschied in der Steigerung und Vertiefung bei Leseund Schreibleistungen der Schüler macht, und daß hochgradig effektive Erzieher derartige Charakteristiken teilen (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Ruddell, 1997). Der Fachausschuß National Reading Research Panel (NRRP, 1999) und IRA (2000) empfahl, daß \"Erzieher jene Lehrer heraussuchen, die fundiertes Unterrichten musterhaft ausüben, die ihre Arbeit fördern und ihre Fortschritte überdenken\" (NRRP, S. 20). Der Zweck dieser Studie war es, die Qualitäten des Unterrichtsfachwissens zu identifizieren, welche sich durch besonders wirksame Anwendung in den unterschiedlichen Klassenstufen hervorhoben. Die Studie erfolgte in vier Phasen. In Phase I analysierten 647 Direktoren für Spracherziehung in K-12 Schulen aus sieben Englisch sprechenden Ländern hochgradig wirksam angewandte Unterrichtsanweisungen aus der Vorschule bis zur 5. Klasse nach den Punkt für Punkt befolgten Delphi Methoden. In Phase II wurden die daraus resultierenden 1294 Charakteristiken des Unterrichtsfachwissens in 475 Kategorien unterteilt und die gegenseitigen Bezugswerte wurden nach ihrer Verläßlichkeit hochgerechnet. In Phase III verifizierten elf prominente Sprachforscher aus den USA, Kanada und Australien die Daten. In Phase IV faßten die Autoren die fünf am meisten herausragenden Qualitäten pro Unterrichtsstufe zusammen, verglichen deren Charakteristiken quer durch die Stufenbewertungen und analysierten Gemeinsamkeiten und Unterschiede zwischen den Bewertungen der Direktoren und der Forscher im Sprach-/Rechtschreibbereich. Die Sprach-/Rechtschreiblehrer in der Vorschule bis zur 5. Klasse unterschieden sich durch 44 Indices des Unterrichtsfachwissens voneinander. Anwendungsbereiche dieser Daten in der Forschung, bei der Auslegung und in der Praxis wurden beschrieben. /// [French] La recherche a montré que la compétence professionnelle des enseignants a des effets significatifs en quantité et en profondeur sur le développement de la littératie des élèves, et que les éducateurs très efficaces ont des caractéristiques communes (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block & Morrow, 2001; Ruddell, 1997). Le National Reading Research Panel (NRRP, 1999) et l'IRA (2000) ont recommandé que « les éducateurs découvrent des enseignants représentant le mieux ce qu'est un enseignement solide, qu'ils soutiennent leur travail et réfléchissent à leurs réussites » (NRRP, p.20). Le but de cette étude est d'identifier les caractéristiques de la compétence pédagogique qui caractérisent un enseignement efficace aux différents niveaux de la scolarité. L'étude s'est déroulée en quatre temps. Au temps I, six cent quarante sept directeurs d'enseignement de la littératie, dans des institutions allant de la Maternelle à la 12° année de sept pays anglophones, ont analysé un enseignement très efficace en action, de la Maternelle à la 5° année, au moyen d'analyses de cas point par point suivant les procédures de Dolphi. Au temps II, les 1294 caractéristiques de compétence pédagogique en résultant ont été classées en 475 catégories et on a calculé la fidélité inter-juges. À la phase III, onze chercheurs éminents des Etats-Unis, du Canada, et d'Australie ont effectué une validation croisée des résultats. À la phase IV, les auteurs ont résumé les cinq caractéristiques les plus distinctives par niveau scolaire, comparé ces caractéristiques d'un niveau à l'autre, et analysé ce qui est commun et ce qui diffère entre les classements faits par des responsables en littératie et des chercheurs. Les enseignants de littératie de la Maternelle à la 5° année se différencient les uns des autres par quarante quatre indices de compétence pédagogique. On présente enfin les retombées de ces résultats pour la recherche, la politique, et la pratique. /// [Cyrillic] Исследование показало, что квалификация учителя оказывает существенное влияние на степень увеличения грамотности среди учащихся и что высоко квалифицированные педагоги обладают целым рядом сходных характеристик (Блоcк, 2001а; Бонд & Дыкстра, 1967/1997; ИРА, 2000; Пресслеы, Аллингтон, Whартон-МcDоналд, Блоcк, & Морроw, 2001; Рудделл, 1997). Национальная Группа Исследования Чтения (НРРП, 1999) и Международная Ассоциация Чтения (ИРА, 2000) рекомендуют \"отмечать преподавателей, которые являют собой наиболее наглядный пример эффективного обучения, поддерживать их деятельность и поощрять успехиьь (НРРП, р. 20). Цель настоящего исследования состояла в том, чтобы идентифицировать те качества опытных учителей, которые являются залогом успешного обучения различных возрастных групп школьников. ИсследованиE6е проходило в четыре этапа. На первом этапе шестьсот сорок семь руководителей методических обььединений двенадцатилетних школ в семи англоязычных странах проанализировали процесс высокоэффективного обучения чтению и письму -- от подготовительного до пятого класса -- посредством социологического пошагового исследования по методике Делфи. На втором этапе результаты полученных 1294 характеристих квалифицированных учителей были подразделены на 475 категорий и ранжированы внутри каждой с помощью компьютерных программ. На третьем этапе одиннадцать известных исследователей из США, Канады и Австралии дали свои выводы на основе полученных данных. На четвертом этапе авторы суммировали пять учительских качеств, наиболее важных при обучении каждой возрастной группы, сравнили выявленные характеристики и проанализировали сходства и различия между результатами, полученными руководителями методических обььединений, с одной стороны, и учеными, с другой. Выявлено сорок четыре квалификационных параметра, последовательно отличающих учителей от подготовительного до пятого класса. Описано применение полученных результатов для дальнейших исследований, образовательной политики и практики.

The purpose of the study described in this article was to identify the qualities of teaching expertise that correlate with highly effective literacy instruction in grades 6 through 12. Findings draw on survey responses of secondary literacy supervisors at the local school district or state department of education level in every U.S. state. From these responses, 397 characteristics of teaching expertise were analyzed and collapsed into 38 categorical behaviors. After interrater reliabilities were computed, researchers returned to analyze and consolidate the data. This process yielded the following eight domains of secondary literacy teaching expertise: • Approaches to teaching (pedagogy) • Addressing diverse needs • Personal characteristics • Knowledge base • Approaches to teaching (activities) • Professional development • Appropriate relationships with students • Classroom management Applications of these data for research, policy, and practice are discussed.

`Education is not about filling a pail, it's about lighting a fire.' -W.B.Yeats Through carefully selected and contextualized quotes, this book provides an engaging and inspiring way for reading teachers to look at and reflect on their own practice and grow professionally. A year's worth of thought-provoking quotations from thinkers in and out of education are tied to 11 themes for a reading educator's professional development. With each quote, the authors provide: Three reflective questions relating the core idea of the quote to teaching practice Lesson prompts that provide ways to use the quote with students Links to books for K-2, 3-8 and 9-12 to extend thinking generated by the quote The introduction spells out for teachers and literacy coaches how reflective use of the quotes and related prompts can promote and document professional development. It also provides multiple applications for the quotes in the classroom to directly foster enhancement of students' literacy, metacognitive skills and goal setting.

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. Key features include: * Chapter Structure. Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. * Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). * Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology. Contents: Preface. Part I: Metacognition and Theory. P.L. Griffith, J. Ruan, What Is Metacognition and What Should Be Its Role in Literacy Instruction? J. Randi, E.L. Grigorenko, R.J. Sternberg, Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway? S.J. Samuels, K-A.M. Ediger, J.R. Willcutt, T.J. Palumbo, Role of Automaticity in Metacognition and Literacy Instruction. L. Baker, Developmental Differences in Metacognition: Implications for Metacognitively Oriented Reading Instruction. Part II: Metacognition and Assessment. C.C. Block, What Are Metacognitive Assessments? M.C. Schmitt, Measuring Students' Awareness and Control of Strategic Processes. S.G. Paris, J. Flukes, Assessing Children's Metacognition About Strategic Reading. P. Afflerbach, K. Meuwissen, Teaching and Learning Self-Assessment Strategies in Middle School. K.L. Bauserman, Metacognitive Processes Inventory: An Informal Instrument to Assess a Student's Developmental Level of Metacognition. Part III: Metacognition and Literacy Instruction. S.E. Israel, D. Massey, Metacognitive Think-Alouds: Using a Gradual Release Model With Middle School Students. L.M. Joseph, The Role of Self-Monitoring in Literacy Learning. F.J. Schrieber, Metacognition and Self-Regulation in Literacy. S.J. Donndelinger, Integrating Comprehension and Metacognitive Reading Strategies. P.A. Smith, A Window Into a Thinking Classroom. C. Cummins, M.T. Stewart, C.C. Block, Teaching Several Metacognitive Strategies Together Increases Students' Independent Metacognition. Part IV: Metacognition and Professional Development. G.R. Duffy, Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development. V.J. Risko, K. Roskos, C. Vukelich, Reflection and the Self-Analytic Turn of Mind: Toward More Robust Instruction in Teacher Education. C.L. Bowman, M. Galvez-Martin, M. Morrison, Developing Reflection in Preservice Teachers. C.A. Rosemary, Teacher Learning Instrument: A Metacognitive Tool for Improving Literacy Teaching. K. Kinnucan-Welsch, Coaching for Metacognitive Instructional Practice. M. Pressley, Final Reflections: Metacognition in Literacy Learning: Then, Now, and in the Future.

The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

`Education is not about filling a pail, it's about lighting a fire.' -W.B.Yeats Through carefully selected and contextualized quotes, this book provides an engaging and inspiring way for reading teachers to look at and reflect on their own practice and grow professionally. A year's worth of thought-provoking quotations from thinkers in and out of education are tied to 11 themes for a reading educator's professional development. With each quote, the authors provide: Three reflective questions relating the core idea of the quote to teaching practice Lesson prompts that provide ways to use the quote with students Links to books for K-2, 3-8 and 9-12 to extend thinking generated by the quote The introduction spells out for teachers and literacy coaches how reflective use of the quotes and related prompts can promote and document professional development. It also provides multiple applications for the quotes in the classroom to directly foster enhancement of students' literacy, metacognitive skills and goal setting.

Determines elementary teachers' knowledge of: current children's literature; children's books in six literary genres; and activities to promote students' recreational reading. Replicates a 1981 study to determine the level of knowledge possessed by today's teachers concerning children's literature and methods of increasing students' reading for pleasure. Attests to the lack of attention recreational reading receives in schools. (SG)

Many recent publications describe writing as the neglected “r”; however, there is very little data on what writing instruction looks like in schools, especially in grades 4–6. The purpose of this article is to describe large urban school district literacy leaders’ views on the state of writing instruction within their districts—and their projections for the future of writing instruction.—— Educators at all levels must re-think how they approach the teaching of writing, re-envisioning how to transform teaching practices to impact our students and their world for the next decade to come.

This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make comprehension processes more consciously accessible and also to give teachers a way to observe what students have (or have not) comprehended. Results were based on a 12‐week study of 257 experimental and 256 control students in grades K–5. Comprehension scores on standardized, criterion‐referenced, and norm‐referenced tests were significantly higher for experimental students than for those who were not exposed to CPM instruction. These data provide evidence that even the youngest readers are capable of internalizing comprehension processes and knowing how to elicit them at specific points in a text when they are needed.