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Thinking Aloud: Struggling Readers Often Require More Than a Model
Author(s) -
Walker Barbara J.
Publication year - 2005
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 - 10.1598/rt.58.7.10
Subject(s) - think aloud protocol , psychology , comprehension , reading comprehension , reading aloud , read aloud , mathematics education , reading (process) , protocol analysis , teaching method , pedagogy , linguistics , computer science , cognitive science , philosophy , usability , human–computer interaction
The author describes how thinking aloud promotes the comprehension of all learners, including those who struggle with reading. These techniques “improved strategy use, promoted self‐efficacy, and increased engagement as well as comprehension.” Suggestions and methods for supporting think‐alouds are provided.