Comprehension of text is developmental in that it begins with a child's ability to listen and make sense of language. Though listening comprehension is often the predecessor towards reading comprehension; some children maintain difficulties in listening comprehension throughout schooling and into adulthood. This quasi-experimental study investigated the effectiveness of using a think-aloud strategy to improve students' reading comprehension in science within a kindergarten classroom. Results depict that using think-alouds as a during-reading activity significantly increases a student's comprehension of science concepts. Findings provide relevant information about employing think-alouds as an instructional tool for teachers in the primary grade levels. (Contains 1 figure and 1 table.)