For most lowest-achieving children, Reading Recovery offers a second chance to catch. What about those who are the hardest-to-teach - those who need a third chance? This study shows that they too can achieve literacy levels that enable them to function with their same-aged peers.
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In literacy learning situations, teachers frequently fix errors before helping children find errors. This can be a source of confusion for students, especially when they are experiencing difficulty or when a task is hazy. This article describes a process of self-monitoring that helps children identify errors. It is based on three crucial steps—noticing, questioning and judging one’s own concrete behaviour in relation to a current task.