Open AccessThe Use of Think-Aloud in Assisting Reading Comprehension among Primary School Students
Author(s) -
Amelia Shoon Wan Chin,
Kartini Abdul Ghani
Publication year - 2021
Publication title -
journal of cognitive sciences and human development
Language(s) - English
Resource type - Journals
eISSN - 2550-1623
pISSN - 2462-1153
DOI - 10.33736/jcshd.2456.2021
Subject(s) - reading aloud , think aloud protocol , reading comprehension , comprehension , psychology , reading (process) , perception , read aloud , reciprocal teaching , mathematics education , pedagogy , computer science , linguistics , usability , neuroscience , programming language , philosophy , human–computer interaction
Reading strategies are seldom taught to students despite their importance in aiding reading comprehension. This study aimed to examine the effectiveness of the think-aloud strategy and investigate primary school students' perception of using the think-aloud strategy in assisting their reading comprehension. Twenty-seven primary school students were introduced and trained to use the think-aloud strategy through teacher-modelling and reciprocal think-aloud with comprehension passages related to the relevant English curriculum. Questionnaires and interview sessions were conducted to gather information on how the students perceive the use of think-aloud in reading comprehension. Findings revealed that students have positive perceptions towards using think-aloud as a reading strategy in their reading comprehension and were keen on using the strategy in their future reading.