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Improving the Quality of Think‐Alouds
Author(s) -
Ness Molly,
Kenny MaryBeth
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1397
Subject(s) - comprehension , psychology , think aloud protocol , read aloud , mathematics education , quality (philosophy) , protocol analysis , teaching method , reading comprehension , primary education , pedagogy , computer science , reading (process) , linguistics , philosophy , epistemology , human–computer interaction , usability , programming language , cognitive science
An essential element in teaching children to effectively comprehend text is the use of teacher‐led think alouds. This article presents a three‐step model to improve the quality and quantity of think alouds in K‐6 classrooms. The article follows elementary teachers who planned, implemented, transcribed, and reflected upon think aloud lessons to build student comprehension. Also included is a sample think aloud to demonstrate the three‐step approach in an explicit manner.