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Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies
Abstract
Analysis of protocols from adults thinking aloud while reading identified four potentially teachable strategies. In a teaching experiment involving 80 students in Grades 7 and 8, significant advantages were found in both target strategy acquisition and reading comprehension for a treatment that combined thinking-aloud strategy modeling and practice with instruction in identification and use of the target strategies. Neither strategy modeling and practice alone, nor question-answer comprehension activities, were effective. Even in the successful group, instruction was effective with only three of the strategies. Implications for identification of teachable strategies are discussed.
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Cited by
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Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
SERT: Self-Explanation Reading Training
McNamara, D. S. (2004) · Discourse Processes · doi:10.1207/s15326950dp3801_1 · Cited by 519
Development Aspects of Self-Regulated Learning
Paris, S. G., & Newman, R. S. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_7 · Cited by 315
Contributions of study skills to academic competence.
Gettinger, M., & Seibert, J. K. (2002) · School Psychology Review · doi:10.1080/02796015.2002.12086160 · Cited by 289
Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4004_4 · Cited by 285
Metadata
- Authors
- Bereiter, C., & Bird, M.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 1985-06
- Volume
- 2
- Issue
- 2
- Pages
- 131-156
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2056534015
- Cited by
- 333
- References
- 0
- FWCI
- 16.81
- Type
- journal article
- Language
- en
- Open access
- closed
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