Proficient readers self-monitor and self-correct to derive meaning from text. This article reviews research on how students learn to self-monitor and self-correct and describes a Reciprocal Teaching (RT) instructional routine that was successfully used with early readers to build their metacognitive processes. The RT routine included teacher modeling, guided practice with scaffolding for students to mentor each other, and independent practice in which students applied more than one source to draw inferences for self-monitoring and self-correcting. Scaffolding techniques within this process included visuals and teacher prompting to build student confidence in sharing their thought processes aloud with their peers.