ERIC Number: EJ1131557
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Self Management, Progress Monitoring, Reading Difficulties, Teaching Methods, Educational Strategies, Educational Practices, Reading Instruction, Reading Strategies, Teaching Skills
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
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