What instructional strategy should be used for students making meaning-changing reading errors and infrequently self-correcting?

The most effective instructional strategy for students who are making meaning-changing reading errors and infrequently self-correcting is to provide direct instruction in cross-checking during decoding. This technique encourages students to actively monitor their reading by asking themselves if what they are reading makes sense in the context of the text.

Cross-checking involves students checking their comprehension as they read, which is critical for identifying and rectifying mistakes that alter the meaning of the text. By directly teaching this strategy, students can learn to pause, reflect on their understanding, and make corrections when their reading does not align with the text’s meaning. This self-monitoring skill is essential for developing proficient reading habits and enhancing overall comprehension.

The other strategies listed may be beneficial in different contexts, but they do not specifically address the issue of meaning-changing errors that occur without self-correction. For example, independent reading tasks may not provide the immediate feedback or guided support that struggling readers need. Similarly, while praise for fluency is important, it does not directly help students learn to correct their errors. Peer reading partners can foster collaboration and support, but without explicit instruction on cross-checking, students may still struggle to identify and rectify their misunderstanding.