Finding Versus Fixing: Self-Monitoring for Readers Who Struggle

Anderson, Nancy; Kaye, Elizabeth L.

doi:10.1002/trtr.1552

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…For more perspective, Anderson and Kaye (2017) argued that observing allows teachers to think of their teaching decision and give the students more time for critical independent decision-making. For instance, when teachers combine finding the error for the child with fixing it, learning may be difficult.…”

Section: Text : It Lies Between the Tree's Branchesmentioning

confidence: 99%

Understanding the reading process: Insights from a second grade English language learner

2020

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The objective of this paper is to make a theoretically informed judgement about how a child processes a text in a reading activity. A second-grade English language learner participated as the subject of this study and was observed for five times of one-on-one guided reading condition (30 minutes each). The observation focused on what happened when the child read, how and what changes occurred over time. We also focused on the individual differences and the role of knowledgeable others in helping the child processed the texts. We took notes on observable behaviors in reading processing, including monitoring activities, self-correction behaviors, and problem-solving strategies. The findings suggest some critical arguments, including (1) reading is a problem-solving activity involving multiple knowledge sources, (2) self-correction in reading is as a sign of progress, and (3) reading progress from novice to expert occurs in different path system.

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Section: Text : It Lies Between the Tree's Branchesmentioning

confidence: 99%

Understanding the reading process: Insights from a second grade English language learner

2020

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“…Monitoring can be seen through any indication the student gives that something is not quite right, such as hesitating, glancing at the teacher, or rereading. For a discussion of the differences between self-monitoring and selfcorrecting and how to support a reader learning to self-monitor, see Anderson and Kaye (2017).…”

Section: Check the Degree Of Self-correction On Running Recordsmentioning

confidence: 99%

Scaffolding Self‐Correction During Oral Reading

Johnson¹,

Mikita²,

Rodgers³

et al. 2020

The Reading Teacher

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“…Researcher reviewed related research on approaches on developing the English critical reading ability. Researcher found various approaches had been conducted in the field of critical reading (Albeckay, 2014; N. L. Anderson & Kaye, 2017;Balfaqeeh & Hassan, 2017;Basaraba, Yovanoff, Alonzo, & Tindal, 2013;Benedict, 2013;Borst, 2017). Researcher also found two learning approaches which played important roles in enhancing high order thinking skills and reflection, WebQuest Learning Approach (Ahmed, 2016;Aydin, 2016;ÇAlgin & KoÇ, 2017;Dodge, 1995) and Reflective Practice (Finlayson, 2015;Nam, 2017;Ossa Parra, Gutiérrez, & Aldana, 2015;Osterman & Kottkamp, 1993).…”

Section: Approaches In Developing English Critical Reading Abilitymentioning

confidence: 99%

Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

Chhouk

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The purposes of this study were 1) to develop an instructional model integrating WebQuest Learning Approach and Reflective Practice to enhance English critical reading ability of undergraduate students, 2) to investigate the effectiveness of the instructional, and 3) to investigate undergraduate students? English critical reading ability development learning with the instructional model. The research and development processes were divided into four phases: 1) studying of the significance of the problem and learning approaches, 2) developing of the instructional model integrating WebQuest Learning Approach and Reflective Practice, 3) Studying the effectiveness of the instructional model integrating WebQuest Learning Approach and Reflective Practice, and 4) Revising and developing the instructional model integrating WebQuest Learning Approach and Reflective Practice. The sample consisted of 11 second-year undergraduate students majoring in English as a foreign language at the Faculty of Language, Arts, and Humanities in a university in Cambodia. The sample were purposively selected and studied with the newly developed instructional model for 10 weeks, total of 30 hours. The instrument was the English critical reading ability test. Quantitative statistic used in this study was Wilcoxon Signed-ranks test. Qualitative data were analyzed using content analysis. The results showed that: 1. The instructional model integrating WebQuest Learning Approach and Reflective Practice consisted of five learning steps: 1) Generating skepticism, 2) Assigning the Quest, 3) Exploring the Quest, 4) Reflecting the Quest and 5) Concluding the Quest. 2. A Wilcoxon Signed-Ranks test indicated the sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) had significantly higher critical reading ability mean score in the posttest compared to those in the pretest at .05 level of significance. 3. The sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) resulted in the higher development of the English critical reading ability after experienced with the instruction.

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Finding Versus Fixing: Self-Monitoring for Readers Who Struggle

Abstract: Readers who struggle with literacy learning must learn to self-monitor text reading. This article describes their unique needs and proposes three critical aspects of teaching for self-monitoring.

Cited by 7 publications

References 11 publications

Understanding the reading process: Insights from a second grade English language learner

Understanding the reading process: Insights from a second grade English language learner

Scaffolding Self‐Correction During Oral Reading

Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

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