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Finding Versus Fixing: Self‐Monitoring for Readers Who Struggle
Author(s) -
Anderson Nancy L.,
Kaye Elizabeth L.
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1552
Subject(s) - notice , argument (complex analysis) , agency (philosophy) , psychology , reading (process) , frame (networking) , pedagogy , mathematics education , self monitoring , linguistics , social psychology , sociology , computer science , political science , social science , law , telecommunications , biochemistry , chemistry , philosophy
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.