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…

This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…

While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading development. The purpose of this study was to address limitations of prior research and provide a more statistically accurate estimate of the role of SC in early…

This study compared immediate (after each error) and delayed (at the end of each session) error correction during sight-word instruction with 4 students (ages 7-9) with developmental disabilities. Immediate error correction was superior on each of four dependent variables. (Author/DB)

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)

The purpose of this study was to examine the effectiveness of a home repeated-reading intervention on the reading achievement of eight low-performing second-grade children in an urban school by taking into consideration their need to develop automaticity and the role their parents play in this process. Specifically we posed the following…