Scaffolding Self‐Correction During Oral Reading. (24th January 2020)

• Record Type: Journal Article
• Authors: Johnson, Tracy; Mikita, Clara; Rodgers, Emily; D'Agostino, Jerome V.
• Is Part Of: Reading teacher. Volume 73:Number 6(2020)
• Page Start: 796
• Page End: 799
• Publication Date: 2020-01-24
• Subjects: Instructional strategies -- teaching strategies < Strategies -- methods -- and materials -- Struggling learners -- Ongoing assessment < Assessment -- To inform instruction -- as inquiry < Assessment -- Assessment -- Instructional strategies; methods and materials -- 1‐Early childhood -- 2‐Childhood; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1896
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: 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.