1. What can I say besides sound it out? Coaching strategies
1.1. Rooted in the work of Marie Clay
1.1.1. Interactive option for approach
1.1.2. Views young readers as active learners working to construct a self extending system.
1.1.3. A system that brings about new forms of mediation
1.1.4. General cues to promote thought
1.1.5. Using instructional cues in the constant comparison method
2. Finding versus Fixing
2.1. Self-Monitoring and Comprehension Monitoring
2.1.1. Self-Monitoring
2.1.1.1. Addresses comprehension monitoring
2.1.1.2. Research that describes self-monitoring illustrates a variety of ways to examine reading performance
2.1.1.3. Methods of investigation
2.1.1.3.1. Use of wordless picture books and verbal story recall
2.1.1.3.2. Words on cards in isolation
2.1.1.3.3. Interviews or inventories where children talk about their thinking or processing
2.1.2. Critical aspects
2.1.2.1. Observing and hypothesizing
2.1.2.1.1. Kidwatching
2.1.2.1.2. Observe and form ideas about how a child is working to inform their teaching
2.1.2.1.3. Carefully observing the child as they read
2.1.2.2. Noticing and naming
2.1.2.2.1. Observing, hypothesizing and recognizing the pattern of responses teachers can learn what to notice and name
2.1.2.2.2. Through interaction, teachers can influence children’s attention and action
2.1.2.3. Agency and becoming strategic
2.1.2.3.1. Agency: how children come to understand that intentional actions influence their world
2.1.2.3.2. Woven together with naming and noticing
2.1.2.3.3. We observe and give room to initiate problem solving which leads to patterns of response from the child
2.1.2.3.4. Explicitly demonstrating or giving the child enough information to strategically problem solve.