This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p [less than or equal to] 0.001) related to ability to self-correct miscues. Students more proficient in self-correcting miscues relied on an integrated use of strategies related to visual, structure, and meaning cues. Those less proficient in self-monitoring provided more general responses or were less likely to explain their thinking processes; however, they were also more attentive to specific meaning cues. This study provides visual evidence for building upon the unique strengths of all readers.