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To find or to fix: Effective teacher response to error in early literacy learning

Pauline Smith

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.

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