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Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring, searching, and self‐correcting in reading and writing. The...
This article explains how teachers can understand, notice, and supportively respond to readers who struggle with self‐monitoring during text reading. The unique strategic processing demands for readers who struggle support the argument that teaching children to find and notice errors is different than fixing a word, or getting it right. Three critical attributes of teaching for self‐monitoring based...
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