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.
|Pages (from-to)||1 - 8|
|Number of pages||8|
|Journal||Current Issues in Education|
|Publication status||Published - 2012|