Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)