This paper considers the place of one-to-one teacher/student oral reading interactions in reading instruction. Maintaining that there is an important function for such interactions in learning to read, the paper analyzes one learning process in these interactions--attention to errors--and argues that in oral reading instruction, attention to errors will function along with attention to appropriate reading responses. An analysis of error attention in terms of direct and indirect influences is then presented, with specific emphasis on the timing of attention, a strong determinant of self-behavior and accuracy. The paper concludes with the comment that it not only matters that early and remedial readers have one-to-one interactions, but it also matters how these interactions are conducted. (FL)