In order to better understand whether and how college students use certain textbook reading strategies, this project employed several important methods in concert, including a textbook reading strategy inventory that focused on frequency of strategy use, eye-movement recordings of participants reading college textbook excerpts, and think-aloud…

The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students' think-aloud reports (during reading) and their written questions (after reading) indicated that students'…

The authors report on a think-aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings…

The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy instruction. The…

Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents' reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative…

In order to teach writing effectively, teachers need assessment tools that work for diagnostic purposes--tools that can help them identify students' specific strengths and challenges with writing, as well as generate new ideas for instruction. This study explored what 5 high school teachers (3 ELA and 2 ESL) learned about their students' strengths…

Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self-regulated learning processes for effective Internet learning. In this article the Authors describe a structured think-aloud procedure intended to support students'…

This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of…

Shared reading with think-alouds provides adolescent students with the modeling they need to become successful readers and writers. This article provides a sample of this type of interactive comprehension instruction in a science classroom. The authors then focus on the dimensions of effective shared readings with think-alouds that can be used…

Findings from this study of how two pairs of eighth-grade students each transacted with a website during think-aloud sessions at the conclusion of a curricular unit on Mexico and migration highlight the ways the students engaged in three interrelated tasks: (1) Identifying and making sense of "new" information; (2) Evaluating claims and evidence;…

Twenty-seven middle school English learners participated in a study to determine the efficacy of the Think-Aloud Strategy, one of several metacognitive strategies created to help students strategically negotiate appropriate meaning from text. Students were grouped by level of English-language proficiency and were administered a reading…

Describes how profiles of individual readers are valuable constructs in assessing independent word learning strategies and how such information can drive instruction. Describes the independent word learning strategies of three learners of varying ability, illustrating what information think-alouds can provide teachers. Discusses instructional…

When proficient middle school readers enter high school, it is generally expected that they can successfully comprehend high school text. If any literacy instruction is provided in high school, it is generally limited to students with a history of struggling with reading. Is it a reasonable expectation that successful middle school readers will be…