How to Help When Students Don't Notice Reading Errors

Literacy

Professional Development

March 13, 2021

How to Help When Students Don’t Notice Reading Errors

Share on facebook
Share on pinterest
Share on twitter
Share on email

One of the trickiest things for young readers to learn is to self-monitor and notice their own reading errors. It’s hard for readers to master and coordinate all of the pieces of reading like concepts about print, phonics, reading strategies, sight words, and self-monitoring. So what do we do to help coach readers to notice their errors?

There are a few things we can do:

  • Wait it out.
  • Guide their thinking about the text.
  • Point out reading errors.

When students don’t notice reading errors, they are not self-monitoring well. When they aren’t self-monitoring well, they may struggle with reading comprehension, too. Comprehension is the goal of reading because like I say often if kids aren’t understanding what they are reading, they are simple word calling. Let’s jump into a few ways we can support the readers in our classroom and help them develop a love for reading for enjoyment and to learn.

Wait

Even though you may want to quickly jump in when students don’t notice a reading mistake, let your reader finish the sentence or page and see what happens. The reader may realize they made a mistake once they get to the end of the sentence and think about it. Maybe they get to the end of a page and think, “Hey, that doesn’t quite make sense.” Give them the opportunity to self-correct before you jump in.

Guide students to thinking about their reading

To help get young readers to think about the text, you can help guide them through intentional questioning. Let’s give them the tools they need to learn how to figure it out on their own.

Did that make sense to you?

When the student doesn’t notice a reading mistake, ask them if the sentence they just read makes sense. This gives them the opportunity to recall what they said and see if it fits into the text. You are asking them to pause and reflect.

Will you reread that?

Next, ask the student to reread the sentence (or page if it’s short) aloud and see if they notice the reading error this time. If they do, you can help them problem-solve to read the word. If not, dive into more questions to help them notice the mistake.

For example, if the text says “The dog jumped into the pool.” and the reader substitutes “pond” for “pool”, you might ask them to read all the way through the word, to find the last sound they hear, or you might lead them to the illustrations and discuss them. You can also refer to your book introduction and discussion to help them connect dots and notice the errors.

Point Out the Reading Errors

If the student doesn’t notice the reading errors, even after prompting, point it out to them. Then you can guide them towards solving the word. Have the reader reread the sentence again using the correct word to build comprehension.

If the reader is having reading errors and not noticing, but you think prompting them would disrupt reading comprehension, you may want to quickly point out the error and have them reread the sentence. This could be an uncommon name or place that will show up in the text multiple times.

A Few Quick Tips to Help Students Notice Reading Errors

I want to leave you with a few practical tips to help students monitor for reading errors while reading so that they can read more fluently and comprehend what they read.

  • Use quality and engaging texts. Readers are more likely to pay attention to meaning when the book is interesting and engaging.
  • Set a purpose for reading. Let students know they are reading for a purpose. For nonfiction, it might be to learn more about something. For fiction, it might be to find out how the problem you present is solved. Give them something to be searching for. This helps hold their attention.
  • Use strategy groups in guided reading. If you notice that several students are struggling with one of the cueing systems (meaning, structure, visual), group them together and work on it as a small group.
  • Use bookmarks to help students self-monitor. I talked about that in detail HERE, but the idea is to create bookmarks in a text for students to stop at. If they can retell what they’ve read so far, they can keep reading. If not, they go back and read again.

Guiding students to self-monitor and notice their own reading errors takes time and practice. Remember to try out different strategies for each reader to see how they respond to the different options.

I think the biggest thing to remember is to make reading fun! We ultimately want our readers to feel confident and smart as they are learning to read and eventually reading to learn!

If you want to learn more about how to help your readers and implement guided reading, hop on my waitlist for Rethinking Guided Reading It’s the ultimate, all-inclusive professional development course that teaches you how to master reading instruction.

Happy Teaching,

Amanda

Free Guided Reading Resource Cards

Want to know exactly what to teach at each guided reading level? Grab your FREE Guided Reading Resource Cards.

Hi, I'm Amanda

I’m a K-1 teacher who is passionate about making lessons your students love and that are easy to implement for teachers.  Helping teachers like you navigate their way through their literacy block brings me great joy. I am a lifelong learner who loves staying on top of current literacy learning and practices. Here, you’ll find the tools you need to move your K-2 students forward!

Topics

Literacy
Math
Science
Writing
Digital
Soc St

JOIN THE FACEBOOK GROUP

Join the Balanced Literacy Facebook group!  Let’s discuss, learn together, grow, and be better at our craft of teaching!

You may also enjoy...

Leave a Reply

Your email address will not be published. Required fields are marked *

Which type of professional development interests you?