TY  - CHAP
AB  - Purpose – To provide classroom teachers with an understanding of how children’s errors in reading provide evidence of sources of information that children draw upon to solve problems and monitor their reading.Design/methodology/approach – This chapter provides a theoretical discussion of sources of information found in text and their use during reading followed by examples from two case study children.Findings – One of the case study children primarily relies on meaning and syntax and ignores visual/print information. The other case study child relies primarily on visual/print information and ignores meaning and syntax.Research limitations/implications – Only two case study children are examined and only at the very beginning stages of reading in first grade.Practical implications – The decisions made by the teacher used in the examples provide valuable suggestions for classroom teachers who have a range of different readers in their classrooms.Originality/value of chapter – Teachers need information about how to shape children’s reading behaviors as they read text, solve problems during reading, and monitor their attempts.
VL  - 3
SN  - 978-1-78190-696-5, 978-1-78190-697-2/2048-0458
DO  - 10.1108/S2048-0458(2013)0000003007
UR  - https://doi.org/10.1108/S2048-0458(2013)0000003007
AU  - McGee Lea M.
AU  - Nelson Kathryn S.
ED  - Evan Ortlieb
ED  - Earl H. Cheek
PY  - 2013
Y1  - 2013/01/01
TI  - Scaffolding Children’s Reading During Guided Reading in Intervention Programs
T2  - School-Based Interventions for Struggling Readers, K-8
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 61
EP  - 78
Y2  - 2024/04/25
ER  -