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ERIC Number: EJ1131557
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Finding versus Fixing: Self-Monitoring for Readers Who Struggle
Anderson, Nancy L.; Kaye, Elizabeth L.
Reading Teacher, v70 n5 p543-550 Mar-Apr 2017
This article explains how teachers can understand, notice, and supportively respond to readers who struggle with self-monitoring during text reading. The unique strategic processing demands for readers who struggle support the argument that teaching children to find and notice errors is different than fixing a word, or getting it right. Three critical attributes of teaching for self-monitoring based on the important works of Peter Johnston and Marie Clay are put forth: teacher observation and hypothesizing, noticing and naming, and teaching for strategic activity and agency. Teaching examples provide a frame for critical attributes to guide professional conversations around self-monitoring.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A