A brief review of the literature addressing teacher interruption and its influence on student oral reading performance, and previously developed systems for teacher self-monitoring form the background of this article. Within this framework, a system for self-monitoring is proposed in which teachers not only quantify, but also provide explanatory contexts for instances of corrective feedback during oral reading instruction. It is suggested that use of this model will heighten teachers' awareness of the interactional and interdependent aspects of reading instruction.
|Number of pages||7|
|Journal||Remedial and Special Education|
|State||Published - Sep 1986|
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health