Metacognition and Self-Regulated Learning
Estelle Brettenny’s Recommendations:
- Cubukcu, F. (2009). Learner autonomy, self-regulation and metacognition. International Electronic Journal of Elementary Education, 2(1), 53 – 64. Retrieved from
- Effeney, G., Carroll. A. & Bahr. N. (2013). Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology. 13, 58 – 74. Retrieved from
- Nilson, L.B., (2014). The Secret of Self-Regulated Learning.Faculty Focus, Higher Ed Teaching Strategies from Magna Publications. Retrieved from www.facultyfocus.com
- Notthingham, J. (2016). Challenging Learning (2nded). London and New York, NY: Routledge.
- Rajabi, S. (2012). Towards self-regulated learning in school curriculum. Procedia – Social and Behavioral Sciences, 47, 344 – 350. Retrieved from
- Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3 – 17. Retrieved from
- Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice. 41(2), 64 – 70. Retrieved from
- Guidance Report on Metacognition and Self-Regulated Learning. (2018). Retrieved from dera.ioe.ac.uk
Dr Magda Kloppers’ Recommendations
- Weber, K. 2016. Promotes Problem solving & Computational Thinking. 3 October. Getting Smart. [Online]. [12 July 2019]. Available from: www.gettingsmart.com
Elsefie Wranz’s Recommendations
- Berman, R.A. 2009. Developing linguistic knowledge and language use across adolescence. In Hoff, E. & Schatz, M. (Eds). Blackwell handbook of language development.Oxford: Blackwell, 347-367.
- Bunch, G.C. 2013. Pedagogical language knowledge: Preparing main stream teachers for English learners in the new standards era. Review of Research in Education, 37, 298-341.
- Cummins, J. 1984. Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students. In Riviera, C. (Ed.). Language proficiency and academic achievement. Cleveland, UK; Multilingual Matters, 10.
- Cummins, J. & Yee-Fun, E. 2007. Academic language. In Cummins, J. & Davison, C. (Eds). International handbook of English language teaching. New York: Springer, 797-810.
- Cummins, J. 2014. Beyond language: Academic communication and student success. Linguistics and Education, 26, 145-154.
- Dockrell, J. & Messer, D. 2004. Lexical acquisition in the early school years in Berman, R.A. (Ed.). Language development across childhood and adolescence. Amsterdam: John Benjamins, 35-52.
- Scheele, A. F., Leseman, P. P. M., Mayo, A. Y., & Elbers, E. 2012. The relation of home language and literacy to three-year-old children’s emergent academic language in narrative and instruction genres. The Elementary School Journal,112, 419-444.
- Schleppergrell, M. J. 2001. Linguistic features of the language of schooling. Linguistic and Education. 12, 431-459.
- Stables, A. 2003. Learning, identity and classroom dialogue. Journal of Educational Enquiry, 4(1), 1-18.
- van Kleeck, A. 2014. Distinguishing between casual talk and academic talk beginning in the preschool years: an important consideration for speech-language pathologists. American Journal of Speech-Language Pathology, 23, 724-741.
- Westby, C. E. 1985. Learning to talk – Talking to learn: Oral-literate language differences. In C Simon (Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students (pp. 69-85). San Diego, CA: College Hill Press.
Text (and cognitive) Structures
Estelle Brettenny’s Recommendations:
- Dymock, S. (2005). Teaching expository text structure awareness. The Reading Teacher, 59(2). Retrieved from Go.Gale.com.
- Myer, B.J.F., Ray, N.R. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127 152. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1070453.pdf.
- Teach Readers to Discern Text Structure. (2014). Retrieved from www.smekenseducation.com.
- Roehling, J.V., Hebert, M., Nelson, J.R. and Bohaty. J.J. (2017). Text Structure Strategies for Improving Expository Reading Comprehension. The Reading Teacher, 71 (1). Retrieved from https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590.
- Wahlstrom, D. (2012). Text Structures for Different Types of Writing. Retrieved from datadeb.files.wordpress.com.
- Wijekumar, K, Andrea L. Beerwinkle, A.L. Implementing the Text Structure Strategy in Your Classroom. Retrieved from www.readingrockets.org.
- Williams, J.P. (2017). Teaching Text Structure Improves Reading Comprehension. Psychology Today. Retrieved from www.psychologytoday.com.
- Williams, J.P. (2018). Text Structure Instruction: The research is moving forward. Reading and Writing, 31: 1923-1935. Retrieved from www.link.springer.com.
- Orcutt, K. 20 Strategies to Teach Text Structure. Retrieved from www.stclair.k12.il.us.
Ebooks and Digital Reading Platforms
Prof. Kathleen A. Roskos and Prof. Jeremy S. Brueck’s Recommendations:
- Roskos, K., Northrop, L., Brueck, J., Lenhart, L., & Evans, M. (2019). Descriptive Observations of Tool Functionality and Application for Assessing Digital Reading Program Quality. Journal of Cognitive Education and Psychology. Retrieved from https://doi.org/10.1891/1945-8922.214.171.124.
- Brueck, J., Lenhart, L., & Roskos, K. (2019). Digital Reading Programs: Definitions, Analytic Tools and Practice Examples. In J.E. Kim & B. Hassinger-Das (eds.). Reading in the Digital Age: Young Children’s Experiences with E-books (pp. 135-156). Cham, Switzerland: Springer.
- Brueck, J., & Salem, J. (2017). Early evidence of the psychometric characteristics and usability of the e-book quality rating tool in the primary grades. Journal of Literacy and Technology, 18 (2). Retrieved from http://www.literacyandtechnology.org/.
- Roskos, K., Brueck J. & Lenhart, L (2017). An analysis of e-book learning platforms: Affordances, architecture, functionality and analytics. International Journal of Child-Computer Interaction. Retrieved from http://dx.doi.org/10.1016/j.ijcci.2017.01.003.
- Roskos, K., & Brueck, J. (2016). Teaching Early Literacy with E-books: Emerging Practices. In Encyclopedia of Early Childhood Development (Technology in early childhood education). Retrieved from http://www.child-encyclopedia.com/technology-early-childhood- education/according-experts/teaching-early-literacy-e-books-emerging.
- Brueck, J., & Lenhart, L. (2015). Ebooks and TPACK: What teachers need to know. The Reading Teacher, 68(5). Retrieved from http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291936-2714.
- Roskos, K., Burstein, K., You, B., Brueck, J., & O’Brien, C. (2011). A formative study of an e-book instructional model in early literacy. Creative Education, 2(1). Retrieved from http://www.scirp.org/journal/PaperInformation.aspx?paperID=4458.
- Roskos, K., Brueck, J., & Widman, S. (2009). Developing Analytic Tools for e-Book Design in Early Literacy Learning. Journal of Interactive Online Learning, 8(3). Retrieved from http://www.ncolr.org/jiol.
- Roskos, K., & Brueck, J. (2009). The eBook in an online world. In A. Bus & S.B. Neuman (Eds), Multimedia and literacy development. (pp77-88). New York: Taylor & Francis.