Open AccessThink Aloud Protocols: Teaching Reading Processes to Young Bilingual Students
Author(s) -
Magaly Lavadenz
Publication year - 2003
Language(s) - English
Resource type - Reports
DOI - 10.15365/ceel.article.2003.1
Subject(s) - reading aloud , think aloud protocol , read aloud , reading (process) , mathematics education , protocol analysis , dual language , qualitative research , psychology , neuroscience of multilingualism , bilingual education , computer science , pedagogy , linguistics , sociology , philosophy , human–computer interaction , usability , social science , neuroscience , cognitive science
This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.