ABSTRACT
Although Kirsty was not reading every word accurately, the meaning of the text had largely been retained, so the teacher did not correct the child, although she did make several interjections to support and encourage Kirsty’s reading. When the child hesitated, the teacher simply restarted the sentence, then paused, prompting Kirsty to respond appropriately. Such one-to-one interactions can effectively take place with all levels and ages of children learning to read in the primary school. The level of text may change, but the principles of encouragement, support, discussion, instruction and enjoyment will not.
