Error Monitoring Strategy
The Error Monitoring Strategy can be used by students to independently detect and correct errors in their written work to increase the overall quality of their final product. Instruction stresses the importance of proofreading written work for content and mechanical errors and eliminating those errors before work is submitted. This strategy also includes the development of personal strategies to avoid future errors. Research results demonstrated that students who mastered this strategy dramatically increased their ability to find and correct errors in their written products. Before instruction, they were making one error in every four words. After instruction, they made only one error in every 20 words.
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Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. See the SIM Event list for sessions or email simpd@ku.edu to learn more.
Author(s): Jean B. Schumaker, Susan M. Nolan, and Donald D. Deshler
Publication Info: University of Kansas
Resources:
RESEARCH ARTICLES
- Shannon, T. R., & Polloway, E. A. (1993). Promoting Error Monitoring in Middle School Students with LD. Intervention in School and Clinic, 28(3), 160–164. https://doi.org/10.1177/105345129302800307
- Schumaker, J.B., Deshler, D.D., Alley, G.R., Warner, M.M., Clark, F.L., & Nolan, S. (1982) Error monitoring: A learning strategy for improving adolescent academic performance. In W. M. Cruickshank & J.W. Lerner (Eds.), Coming of Age: Vol. 3 The Best of ACLD (pp. 170-183). Syracuse, NY: Syracuse University Press. Three replications of a multiple-baseline design across students is employed to determine the effect of teaching adolescents with LD the Error Monitoring Strategy.
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