Using ThinkAlouds to Support Reading Instruction

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Using Think-Alouds to Support Reading Instruction

• Think-Aloud The overt verbal expression of the
  normally covert mental processes readers engage
  in when construction meaning from text. (Baumann,
  Jones, and Seifert-Kessell, 1993)

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Why Think-Alouds?

• Make the implicit explicit.
• Emphasize strategy instruction.
• Move students from decoding to comprehension.

• Help students learn to make meaning (learn to
  read).
• Negotiate various texts/genres.
• Provide metacognitive support for students.

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The Steps of a Think-Aloud
Adapted from Improving Comprehension with
Think-Aloud Strategies by Jeffrey Wilhelm

• Choose a short section of text or a short text
  (such as a picture book).
• Provide each student a copy of the text.
• Retype or photocopy and provide margins for note
  taking, if desired.

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The Steps of aThink-Aloud

• Decide on the strategy or strategies you will
  highlight.

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The Steps of aThink-Aloud

• State your purposes.
• Watch out for sensory overload.
• Select your focus strategy/ies. It is better to
  work on one thoroughly than diffuse your effort
  and energy.
• Use the think-aloud to reinforce attentive and
  active listening.

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The Steps of a Think-Aloud

• Read the text aloud concurrently think aloud.
• Target your focus strategy.
• Be natural. Use normal routines, but stay
  focused.
• Notice text features that are relevant to the
  genre.
• Use age-appropriate language and anecdotes to
  help students understand the strategy.

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The Steps of a Think-Aloud

• Discuss the cues in the text that lend themselves
  to the use of the selected strategy.
• Connect the think-aloud to other reading
  situations and real life situations.

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The Steps of a Think-Aloud

• Provide practice.
• Have students participate in modified
  think-alouds or think-alongs.
• Provide strategy references.
• Have students write about the strategy.
  (Closure)
• Logs/Journals
• Thought Bubbles
• Use Post-its.