Abstract
Children who can return frequently to reread a variety of familiar materials have opportunities to orchestrate the complex process of reading with increasing levels of independence. The purpose of the present study was to examine the behaviors of children and their teachers across repeated readings of the same text. The oral reading behaviors of 15 children during four readings of the same book across several Reading Recovery lessons were analyzed. There was evidence of increased monitoring, error detection, and self‐correction as texts became more familiar. With each reading, children began to take more initiative in problem solving. Fluency increased across multiple readings. As texts became more familiar, teacher interventions decreased and changed in substantive ways.
Published Version
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