Self-monitoring in beginning reading

Reading Teacher

Volumn 51, Issue 1, 1997, Pages 40-48

  Schwartz, Robert M ^a  

^a OAKLAND UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040575768     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (21)

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3. Cazden, C.B. (1992). Revealing and telling: The socialisation of attention in learning to read and write. Educational Psychology, 12(3-4), 305-313.
4. Clay, M.M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
5. Clay, M.M. (1993a). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
6. Clay, M.M. (1993b). An observation survey. Portsmouth, NH: Heinemann.
7. Cunningham, P.M., & Allington, R.L. (1994). Classrooms that work: They can all read and write. New York: HarperCollins.
8. Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
9. Goodman, K.S. (1985). A linguistic study of cues and miscues in reading. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 129-134). Newark, DE: International Reading Association.
10. Goodman, K.S. (1993). Phonics phacts. Portsmouth, NH: Heinemann.
11. Goodman, Y.M. (1996). Revaluing readers while readers revalue themselves: Retrospective miscue analysis. The Reading Teacher, 49, 600-609.
12. Goodman, Y.M., & Goodman, K.S. (1994). To err is human: Learning about language processes by analyzing miscues. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 104-123). Newark, DE: International Reading Association.
13. Lyons, C.A. (1994). Reading Recovery and learning disability: Issues, challenges, and implications. Literacy, Teaching and Learning, 1(1), 109-119.
14. Lyons, C.A., Pinnell, G.S., & DeFord, D.E. (1993). Partners in learning: Teachers and children in Reading Recovery. New York: Teachers College Press.
15. Morris, D. (1992). Concept of word: A pivotal understanding in the learning-to-read process. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy (pp. 53-77). Hillsdale, NJ: Erlbaum.
16. Pressley, M., El-Dinary, P.B., Gaskins, I., Schuder, T., Bergman, J.L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92, 513-555.
17. Rumelhart, D.E. (1994). Toward an interactive model of reading. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 864-894). Newark, DE: International Reading Association.
18. Schwartz, R.M., & Stanovich, K.E. (1981). Flexibility in the use of graphic and contextual information in good and poor readers. Journal of Reading Behavior, 13, 264-269.
19. Stanovich, K.E. (1980). Toward an interactive compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
20. Taylor, B.M., & Nosbush, L. (1983). Oral reading for meaning: A technique for improving word identification skills. The Reading Teacher, 37, 234-237.
21. Wertsch, J.V. (1990). The voice of rationality in a sociocultural approach to mind. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 111-126). Cambridge, England: Cambridge University Press.