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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Building Reading Comprehension Through Think-Alouds
|Grades||6 – 8|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Two 45-minute sessions|
Studies have shown that the think-aloud strategy improves reading comprehension on tests. Through this lesson, the teacher will model the think-aloud strategy for students. Components of think-alouds will be introduced, as well as type of text interactions. Students will develop the ability to use think-alouds to aid in reading comprehension tasks.
Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance children's comprehension monitoring abilities. The Reading Teacher, 47, 184-193.
- The intent behind the think-aloud lessons was to help students develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding.
- Think-alouds require a reader to stop periodically, reflect on how a text is being processed and understood, and relate orally what reading strategies are being employed.
Oster, L. (2001). Using the think-aloud for reading instruction. The Reading Teacher, 55, 64-69.
- The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text.
- This metacognitive awareness (being able to think about one's own thinking) is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust their strategies for greater success.
- Several studies have shown that students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests.