Delayed versus Immediate Attention to Oral Reading Errors: effects on accuracy and self‐correction

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Abstract
Teacher attention to oral reading errors often occurs during early reading instruction. Six average second‐year readers received either delayed or immediate attention to oral reading errors when reading familiar texts from a graded series. Both accuracy and self‐correction were lower during phases of immediate attention to errors. These effects were also evident in children's reading of a series of unfamiliar texts. The more difficult texts were introduced concurrently with the graded series, but were read without any teacher instruction. Results are interpreted in terms of the interference with self‐regulated reading by immediate teacher attention.

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