Scaffolding Self‐Correction During Oral Reading

Scaffolding Self‐Correction During Oral Reading

Recent research has demonstrated that self‐correction is particularly important for beginning and struggling readers; readers who self‐correct more make progress more quickly. The authors describe findings from that research, outline how self‐correcting behavior might vary, and provide suggestions f...

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Veröffentlicht in:The Reading teacher 2020-05, Vol.73 (6), p.796-799
Hauptverfasser: Johnson, Tracy, Mikita, Clara, Rodgers, Emily, D’Agostino, Jerome V.
Format: Artikel
Sprache:eng
Schlagworte:
1‐Early childhood
2‐Childhood
and materials
as inquiry < Assessment
Assessment
Beginning Reading
Error Correction
Instructional strategies
Instructional strategies
methods and materials
methods
Ongoing assessment < Assessment
Oral Reading
Reading Difficulties
Reading instruction
Scaffolding
Struggling learners
Teaching Methods
teaching strategies < Strategies
To inform instruction
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Zusammenfassung:Recent research has demonstrated that self‐correction is particularly important for beginning and struggling readers; readers who self‐correct more make progress more quickly. The authors describe findings from that research, outline how self‐correcting behavior might vary, and provide suggestions for how students’ self‐corrections can inform scaffolded instruction.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1896