Numerous studies have addressed questions concerning when it is appropriate for a teacher to give oral or written corrective feedback of an emergent reader's efforts; when students should begin to take a personal role in noting their errors; and how corrective feedback is most efficiently handled. Correction should focus primarily on errors that disrupt meaning. A teacher's role, especially as a model, is crucial in developing the skills for self-correction that students can independently make use of. Error correction and corrective feedback are not divided between clear cut classifications of teacher roles, student roles, and strategies used to facilitate correction, but are all interconnected to some extent. It is important not to provide constant correction to the point where the student begins to undermine his/her view of self, resulting in fear to trust their own judgment and an overreliance on feedback from others. Ultimately for a teacher, it is important to be observant and to consider the individual student's needs. (Contains 6 references.) (RS)