ERIC Number: ED309397
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
Think-Aloud Protocol Analysis of Reading Comprehension Tactics Used by Students with Reading Problems.
Meyers, Joel; And Others
A study investigated whether a student's repertoire of comprehension-fostering tactics could be reliably identified, with the expectation that this sort of diagnostic profile might serve as a basis for an individualized remedial program. Subjects, 81 second, third, fourth, and fifth grade students enrolled in remedial reading programs in six different upstate New York schools, had their think-aloud protocols gathered as they read two short passages. Subjects' responses were analyzed using a system of six categories of comprehension tactics. Results paralleled prior research with "non-problem" readers and indicated that signaling understanding, elaboration, and reasoning are used most frequently, that monitoring is used less frequently, and that analysis and judging are used rarely. Results also indicated no correlation between the use of these comprehension tactics and a standardized measure of reading comprehension. (Four tables of data are included, and 24 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A