Coaching Middle-Level Teachers to Think Aloud Improves Comprehension Instruction and Student Reading Achievement

Fisher, Douglas; Frey, Nancy; Lapp, Diane

doi:10.1080/08878730.2011.580043

Cited by 45 publications

(29 citation statements)

References 21 publications

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“…According to findings, it can be seen that the teaching of the thinking-aloud strategy has positively developed the reading comprehension skills of the students. The findings of the present research are in parallel with the findings of the researchers who have investigated the effect of the thinking-aloud strategy on reading comprehension levels [2,3,4,11,12,13,14,15,16].…”

Section: Conclusion and Discussionsupporting

confidence: 88%

The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students

Sönmez¹,

Sulak²

2018

ujer

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The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a primary school located in the central district of Turkey's Bartın province were determined by applying a pre-test. Among the two classes, whose reading comprehension levels were equal, one class was assigned as the experimental and the other as the control group in an objective manner. In the research; Reading Comprehension Test 1, which included questions about the text 'Edison Invents the Light Bulb' developed by Sulak (2014); and the Reading Comprehension Test 2, which included questions about the text 'Everything Started with a Kite' developed by the researcher were used as data collection tools. The data obtained in the study were transferred to the SPSS 18 software pack; and statistical procedures such as arithmetic average, frequency, percentage, standard deviation, Mann Whitney U, Wilcoxon Marked Rank Test were performed on the data, in the direction of the questions in the research. As the result of the research, it was concluded that there was a significant difference between the pre-test and post-test scores, in favor of the post-test scores of the experimental group students who were taught the thinking aloud strategy.

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Section: Conclusion and Discussionsupporting

confidence: 88%

The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students

Sönmez¹,

Sulak²

2018

ujer

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“…The evidence for this instructional practice ranges from modeling to encourage food acceptance in preschool children (e.g., Hendy & Raudenbush, ) to improving music students' performance (e.g., Haston, ). In the area of literacy, there is evidence for modeling in both reading and writing (e.g., Dunn, ; Fisher, Frey, & Lapp, ). As Allington and Cunningham () note, “What all children need, and some need more of, is models, explanations, and demonstrations of how reading is accomplished” (p. 54).…”

mentioning

confidence: 99%

Teacher Modeling Using Complex Informational Texts

Fisher¹,

Frey²

2015

Read Teach

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“…In the era of CCSS, teachers’ role in scaffolding, modeling, and supporting students in close reading of text is increasingly important. When teachers think aloud “in a conversational manner of a text, in a way that illustrates and scaffolds for students how to build the new knowledge and language about a topic and about the features and the structure of the text”, our students are one step closer to being proficient and independent comprehenders (Fisher, Frey, & Lapp, , p. 232).…”

Section: Understanding Teacher‐generated Think‐aloudsmentioning

confidence: 99%

“…Effective teacher think‐alouds can positively impact student achievement (Anderson & Roit, ; Bereiter & Bird, ; Caldwell & Leslie, ; Coiro & Dobler, ; Fisher, Frey, & Lapp, ; Loxterman, Beck, & McKeown, ; Ortlieb & Norris, ; Schunk & Rice, ; Silven & Vauras, ; Ward & Traweek, ). While conducting think‐alouds in a science text with kindergartners, Ortlieb and Norris () found that students who received think‐aloud instruction outperformed their peers in the control group on reading comprehension scores.…”

Section: The Power Of Teacher‐generated Think‐aloudsmentioning

confidence: 99%

Improving the Quality of Think-Alouds

Ness¹,

Kenny²

2015

Read Teach

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The power of effective teacher-generated think-alouds is indisputable. However, teachers often struggle to plan and implement think-alouds in routine classroom instruction. This article breaks down the process of planning effective think-alouds into three easy-to-follow steps.There are many steps between knowing what an effective teaching strategy is and knowing how to do it. The more I prepared and tried out think-alouds, the more confident I became in my knowledge that this was something I both should do and could do.

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Coaching Middle-Level Teachers to Think Aloud Improves Comprehension Instruction and Student Reading Achievement

Cited by 45 publications

References 21 publications

The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students

The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students

Teacher Modeling Using Complex Informational Texts

Improving the Quality of Think-Alouds

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