Using the think-aloud strategy to bolster reading comprehension of science concepts

Evan Ortlieb, Megan Norris

Research output: Contribution to journalArticleResearchpeer-review

13 Citations (Scopus)

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 languageEnglish
Pages (from-to)1 - 8
Number of pages8
JournalCurrent Issues in Education
Volume15
Issue number1
Publication statusPublished - 2012
Externally publishedYes

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