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Literacy Resources Clearinghouse › Thinking aloud: Struggling readers often require more than a model
TitleThinking aloud: Struggling readers often require more than a model
Publication TypeJournal Article
Year of Publication2005
AuthorsWalker, B. J.
JournalThe Reading Teacher
Volume58
Issue7
Start Page688
Education LevelElementary
ISSNISSN-0034-0561
KeywordsProtocol Analysis, Reading Comprehension, Reading Difficulties, Reading Instruction, Reading Strategies, Self Efficacy, Teaching Methods
Abstract
  The author describes how thinking aloud promotes the comprehension of all learners, including those who struggle with reading. These techniques "improved strategy use, promoted self-efficacy, and increased engagement as well as comprehension." Suggestions and methods for supporting think-alouds are provided.

 
URLhttp://www.reading.org/Publish.aspx?page=/publications/journals/rt/v58/i7/abstracts/rt-58-7-walker.html&mode=redirect
DOI10.1598/RT.58.7.10