Examines the approaches students use when reading for literary and informational purposes. Finds four recursive stances readers take in relation to the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the…

Analyzed think-aloud protocols of elementary teachers as they composed language arts report cards. Found that teachers wrote report cards for specific purposes (to motivate, inform, change behavior, etc.) and audiences (students, parents, teachers, administrators), and that these considerations influenced the information included on the report…

Finds and describes five text characteristics that are most positively associated with interest in expository text, and three most negatively associated. Shows that interest and importance were highly correlated, and that information rated as both interesting and important was recalled best. (SR)

Investigated the online processing strategies used by a sample of nonnative speakers of English who were asked to give the meanings of selected common idioms presented in a written context. Data were gathered using a think-aloud procedure; participants were asked to verbalize their thoughts as they arrived at the meaning of the idioms. (Author/VWL)

Examines the potential of online methods for hypermedia research that allow the recording, analysis, and interpretation of learner/hypermedia interaction. Discusses discourse comprehension research, comprehension of printed text, reading time, verbal protocols, event-related potentials, and interaction protocols in hypermedia research. Contains 56…

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…

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are…

This article explores the uses of think-aloud protocol with struggling adult readers. In this work, the author explores the varied uses of think-alouds before inquiring into the strategy as an instructional tool for adults. An analysis of the use of think-aloud protocol with adults in a community college classroom reveals its problems and promise…

Initiation, response and follow-up (IRF) exchanges produced by a student and his tutor in an internet-based tutorial interaction have been analysed in terms of the multifunctional characteristics of each utterance. Different functions, related to different purposes, were observed in the IRF moves performed by the student. The control over the…

In this article, we explore how students' agency relates to both highly structured and open-ended learning environments. This is done by analysing how students' understanding of tasks evolves through their activities in relation to the representations inscribed in two technology-rich learning environments. Based on the sociocultural approach to…

Developmental psychologists have been interested in the cognitive ability of perspective-taking for a number of years due to the apparent link between perspective-taking deficits and Autistic Spectrum Disorder. Most of the research in this area has employed the concepts and techniques of the approach commonly referred to as "Theory of Mind." The…

The following article discusses cognitive and metacognitive reading strategies and the use of them particularly among bilingual students. It distinguishes between the two types of strategies. Strategy use among monolingual and bilingual students are described and compared. The article focuses on the need for strategy instruction, particularly…

The No Child Left Behind Act of 2001 (NCLB) and other recent changes in federal legislation have placed greater emphasis on accountability in large-scale testing. Included in this emphasis are regulations that require assessments to be accessible. States are accountable for the success of all students, and tests should be designed in a way that…

The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self-regulation, strategy use) and standardized norm-referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety-six participants separately rated the frequency with which SMA and SNRA are…

This study examined critical incidents in graduate students' multicultural counseling training. Trainees (N=59) were asked to describe a critical incident and their multicultural training environment by responding to a critical incident protocol and the multicultural environment Inventory-Revised (D. B. Pope-Davis, W. M. Liu, J. Nevitt, & R. L.…