NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1092733
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0034-0561
Teaching Early Readers to Self-Monitor and Self-Correct
Pratt, Sharon M.; Urbanowski, Melena
Reading Teacher, v69 n5 p559-567 Mar-Apr 2016
Proficient readers self-monitor and self-correct to derive meaning from text. This article reviews research on how students learn to self-monitor and self-correct and describes a Reciprocal Teaching (RT) instructional routine that was successfully used with early readers to build their metacognitive processes. The RT routine included teacher modeling, guided practice with scaffolding for students to mentor each other, and independent practice in which students applied more than one source to draw inferences for self-monitoring and self-correcting. Scaffolding techniques within this process included visuals and teacher prompting to build student confidence in sharing their thought processes aloud with their peers.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A