Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy

Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not accurate and comprehension is sacrificed. An intervention was implemented with a second grade struggling reader to help him self-monitor his reading by using the following three questions: Does it look right? Does it sound right? Does it make sense? The results show an overall improvement in accuracy, comprehension, fluency and reading level.

Author dc:creator

• DeGoey, Sarah

Advisor dc:contributor.advisor

• Townsend, Lee Ann

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/5772

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/5772