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Do you think that you would want to use this in your classroom?
What content area(s) do you think it would be most useful in?
Do you have any other comments or questions about the use of Think-Alouds?
Beers, K. (2003). Constructing Meaning. In When Kids Can’t Read (pp. 119-127). Portsmouth: Heinemann.
DeMars, L. [Lisa]. (n.d.). Think Aloud Question Stem [Pinterest post]. Think Aloud Bookmarks [Pinterest post]. Retrieved September 23, 2014, from http://www.pinterest.com/lisademars02/think-aloud/
Duke, N.K., & Pearson, P. D. (2004). Effective Practices for Developing Reading Comprehension. (pp. 214-215). International Reading Association, Inc. Retrieved from http://lchc.ucsd.edu/mca/Mail/xmcamail.2013_09.dir/pdf9F7Imfajq3.pdf
Can be done individually, in partners, or as a class
Can be done at any reading level and with any age group
Can be done orally, on sticky notes, in a journal
Videotape
Scaffolding
-Cue for when to stop and "think-aloud"
-Can include specific prompts
In order to be done effectively, you need to devote a lot of time to it. (Though I think that it is time well spent)
Has to be done with each new genre type and content area.
Easily Differentiated
Can be done in all content areas
Can be done at any reading level
Has a strong research behind it
An assessment tool as well as a reading strategy
Teacher-lead think-alouds have been proven to be effective as a part of a package of reading comprehension strategies. (Duke & Pearson, 2002)
Student think-alouds have been proven to be effective in increasing reading comprehension (2002)
Can be used as an assessment tool (Beers, 2003)
To successfully model:
1. Model thinking aloud
2.Discuss the types of thinking that students noticed you doing during your think-aloud
3. Have students try doing a think-aloud with a partner
4. Provide opportunities to practice
5. Have students reflect on how Think-Alouds have changed their reading practice
Serves as an assessment for teachers to understand
Makes students aware of the strategies that successful readers use
Make students aware of their thinking while reading
A metacognitive strategy developed in the late 1970s that teaches students to be active readers.
As students read, they stop periodically and process what they are reading by thinking out loud--making the invisible, visible.