Scaffolding Self‐Correction During Oral Reading

Johnson, Tracy; Mikita, Clara; Rodgers, Emily; D’Agostino, Jerome V.

doi:10.1002/trtr.1896

The Reading Teacher

2020

DOI: 10.1002/trtr.1896

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Scaffolding Self‐Correction During Oral Reading

Tracy Johnson¹,

Clara Mikita²,

Emily Rodgers³

et al.

Abstract: Self-correction can be a powerful mechanism for extending problem solving and literacy achievement. Learn how to use information about self-correcting behavior to guide instruction and support reading development.

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2024

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Cited by 3 publications

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Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Grønli,

Walgermo,

McTigue

et al. 2024

Educ Psychol Rev

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Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

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Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Grønli,

Walgermo,

McTigue

et al. 2024

Educ Psychol Rev

View full text Add to dashboard Cite

show abstract

Progress of error typology and self-correction in schoolchildren’s text reading

Alves,

Martins-Reis,

Freire

et al. 2024

Rev. CEFAC

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Purpose: to verify the progress of error typology and percentage of self-correction in text reading and their association with reading fluency in second/third graders (group 1) and fifth/sixth graders (group 2) and the influence of education level on the typology of errors and percentage of self-correction. Methods: an observational, analytical, and longitudinal study. Altogether, 41 students were assessed during the COVID-19 pandemic regarding text reading fluency, percentage of self-corrections and errors, and error typology. The Wilcoxon and paired t-tests were used to compare means, and Pearson’s and Spearman’s tests for correlations. The p-value was set at p < 0.05. Results: group 1 had a decrease in the percentage of errors and an increase, followed by a decrease, in self-corrections. Group 2 had an increase in the percentage of self-corrections, with no variation in errors. The association analysis revealed that the higher the reading speed, the lower the percentage of self-corrections. In the second assessment, group 1 had more self-corrections than group 2 and, in the third one, group 2 had more errors than group 1. Conclusion: the increase in reading fluency and the decrease in errors occur progressively - unlike self-correction, which varies throughout the school year. However, there is an inverse relationship between speed and self-correction.

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Evolução da tipologia dos erros e autocorreção na leitura textual em escolares

Alves,

Martins-Reis,

Freire

et al. 2024

Rev. CEFAC

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RESUMO Objetivo: verificar a evolução da tipologia de erros e porcentagem de autocorreção na leitura de textos, associação com a fluência de leitura em estudantes do 2º/3º ano (grupo 1) e do 5º/6º ano (grupo 2) e influência da escolaridade na tipologia de erros e na porcentagem de autocorreção. Métodos: estudo observacional, analítico, longitudinal. Participaram 41 estudantes, avaliados durante a pandemia de COVID-19, quanto à fluência de leitura textual, porcentagem de autocorreções, de erros e sua tipologia. Utilizaram-se os testes Wilcoxon e T pareado para comparação das médias, Pearson e Spearman para as correlações. O valor de p adotado foi p < 0,05. Resultados: no grupo 1 observaram-se diminuição na porcentagem de erros aumento, seguido de queda, em autocorreções. No grupo 2 observou-se aumento na porcentagem de autocorreções, sem variação em erros. A análise de associação revelou que quanto maior a velocidade de leitura, menor a porcentagem de autocorreção. Na segunda avaliação o grupo 1 apresentou mais autocorreções que o grupo 2 e, na terceira avalição, o grupo 2 apresentou mais erros que o grupo 1. Conclusão: o aumento da fluência de leitura e a diminuição dos erros ocorrem progressivamente, ao contrário da autocorreção, que tem variações ao longo do ano letivo. Porém, há relação inversa entre velocidade e autocorreção.

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Scaffolding Self‐Correction During Oral Reading

Abstract: Self-correction can be a powerful mechanism for extending problem solving and literacy achievement. Learn how to use information about self-correcting behavior to guide instruction and support reading development.

Cited by 3 publications

References 9 publications

Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Progress of error typology and self-correction in schoolchildren’s text reading

Evolução da tipologia dos erros e autocorreção na leitura textual em escolares

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