<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walker, B.J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Thinking aloud: Struggling readers often require more than a model</style></title><secondary-title><style face="normal" font="default" size="100%">The Reading Teacher</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Protocol Analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">Self Efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching Methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2005</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v58/i7/abstracts/rt-58-7-walker.html&mode=redirect</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><abstract><style face="normal" font="default" size="100%">&lt;table border=&quot;0&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;nestedTablePadded&quot; width=&quot;100%&quot;&gt;
	&lt;tbody&gt;
		&lt;tr&gt;
			&lt;td align=&quot;left&quot; valign=&quot;top&quot;&gt;
				&amp;nbsp;&lt;/td&gt;
			&lt;td style=&quot;word-break:break-all;&quot;&gt;
				The author describes how thinking aloud promotes the comprehension of all learners, including those who struggle with reading. These techniques &amp;quot;improved strategy use, promoted self-efficacy, and increased engagement as well as comprehension.&amp;quot; Suggestions and methods for supporting think-alouds are provided.&lt;/td&gt;
		&lt;/tr&gt;
	&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;
	&amp;nbsp;&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">7</style></issue><work-type><style face="normal" font="default" size="100%">Elementary</style></work-type><section><style face="normal" font="default" size="100%">688</style></section></record></records></xml>