Abstract
Comprehension of text is developmental in that it begins with a child?s ability to listen and make sense of language. Though listening comprehension is often the predecessor towards reading comprehension; some children maintain difficulties in listening comprehension throughout schooling and into adulthood. This quasi-experimental study investigated the effectiveness of using a think-aloud strategy to improve students? reading comprehension in science within a kindergarten classroom. Results indicate that using think-alouds as a during-reading activity significantly increases a student?s comprehension of science concepts. Findings provide relevant information about employing think-alouds as an instructional tool for teachers in the primary grade levels.
Original language | English |
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Pages (from-to) | 1 - 8 |
Number of pages | 8 |
Journal | Current Issues in Education |
Volume | 15 |
Issue number | 1 |
Publication status | Published - 2012 |
Externally published | Yes |