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Think Aloud
The think-aloud strategy is an approach in which teachers verbalize their
own thought processes while reading orally to students. In this way teachers
model for students the cognitive and meta- cognitive processes that good
readers use to construct meaning and monitor comprehension.
Goals
1. Give students the opportunity to see the kinds of strategies a skilled
reader uses to construct meaning and cope with comprehension problems.
2. Develop students' ability to monitor their reading and take corrective
action when needed.
3. Provide an opportunity for students to experience effective reading
and problem solving and to transfer these strategies to their independent
reading.
Teacher Preparation
1. Select a passage that contains points
of difficulty, ambiguities, or unknown words in preparation for oral
reading.
2. Preview the passage and imagine that you are reading it for the first
time as one of your good readers would.
3. Use a copy of the passage to make note of the comments and questions
to model for students.
Instructional Procedures
1. Read the passage aloud, telling students to follow along silently
and listen to how you construct meaning and think through trouble spots.
The following are examples of the thought processes you might model
for your students:
a. Make predictions. (Show how to develop hypotheses. )
b.Describe any pictures forming in your head while you read. (Show
how to develop images during reading.)
c.Share an analogy. (Show how to link prior knowledge with new information
in the reading selection.)
d.Verbalize a confusing point. (Show how you monitor your ongoing
comprehension and become aware of problems.)
e.Demonstrate fix-up strategies. (Show how you address comprehen-
sion problems by using fix-up strategies.)
2. Select a logical stopping point, and have students use some of those
strategies during a silent reading of the passage.
3. Model several experiences, then have students work with partners
to prac- tice "think alouds" by taking turns in reading orally
and sharing thoughts. For struggling readers, move from carefully developed
materials with obvious problems to school materials of various types
and lengths.
Relevant English-Language Arts Content Standards
Grades Two Through Four: Reading Comprehension
2.0 Students read and understand grade-Ievel- appropriate material.
They draw upon a variety of comprehension strategies as needed, including
generating and responding to essential questions, making predictions,
and comparing information from several sources.
Grade Four: Reading Comprehension
2.2 [Students] use appropriate strategies when reading for different
purposes ( e.g., full comprehension, locating information, personal
enjoyment).
Further Resources
Davey, B. "Think A1oud-Mode1ing the Cognitive Process of Reading
Comprehension," Journal of Reading (October 1983),44-47.
Example of Think Aloud
The following material is an example of a passage and the thoughts
that a teacher might express aloud during the oral reading:
Passage
Salaam frantically searched for the address listed on his clipboard;
he had six more packages to deliver before his shift ended. The building
he had entered had eight floors, and he hoped that number 456 lakeside
was an apartment on the fourth floor of this old, dilapidated building.
Teacher Thinking Aloud
I predict that Salaam, who is a delivery man for a shipping company,
will not find the address because the author described the building
as being run-down.
I see the building as being one of many apartment buildings on a busy
street in a big city. I imagine that there could be paint peeling off
the walls and bars on the windows.
I can compare this situation to the time I was in my hometown, and I
had driven into an area that looked like what the author is describing.
I was afraid and wanted to leave.
Passage Continued
Salaam climbed the stairs to the fourth floor. As he walked from door
to door checking numbers, he felt the floor vibrate. He felt invisible
hands push him from side to side. The whole building started to rumble.
Hanging on to the package, Salaam reached for the bannister on the stairwell
as it gave way.
Teacher Thinking Aloud
I don't understand how invisible hands could be pushing him. I'm not
sure what is happening to Salaam and where the story is going.
I'm going to keep reading and hope my level of understanding will increase.
If it doesn't, then I will reread the passage or ask someone.
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