ABSTRACT
This chapter discusses three types of interactions. One involves interactions cued by perturbations in the reader's performance such as the occurrence of an error. The remaining two typically follow some aspect of appropriate performance. Three terms describe the interactions: error (or negative, or corrective) feedback interactions, positive feedback interactions, and conversational interactions. The probability of making an accurate initial response to words in texts increased as a function of error feedback. In phases of error feedback the percentage of words read initially correctly increased on average by 8-9 percent words correct. Despite the part in learning that error feedback may play the most significant dimension determining its effectiveness is how intrusive it is. The probability that a child's oral reading error will receive some verbal attention from a tutor is generally very high. Error feedback is made intrusive by the timing of its delivery or by the frequency of its occurrence being given too quickly and/or too often.
