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ERIC Number: EJ1103355
Record Type: Journal
Publication Date: 2016-May-30
Pages: 35
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: EISSN-1099-839X
Applying the Think-Aloud Strategy to Improve Reading Comprehension of Science Content
Jackson, Virginie
Current Issues in Education, v19 n2 May 2016
This research was designed to investigate the effectiveness of using the think-aloud strategy to improve the reading comprehension in the content area of science. Based on state standards assessments, many early elementary grade students who were considered fluent readers struggled with evaluative science comprehension. In this quasi-experimental case study, the researcher used a self-created set of lessons using the think-aloud strategy for science as the intervention. The target group of this study consisted of two classrooms totaling 48 first-grade students identified as regular education or gifted. The treatment group received instruction using the think-aloud strategy during the science block. The control group received the regular instruction of the school district's science curriculum without the think-aloud strategy being incorporated. Results of using the think-aloud strategy during science instruction significantly increases a students' comprehension of science text. Findings from this study assisted with improving student learning by providing teachers with an instructional method (the think-aloud strategy) in the science-content area and in enabling every student to experience a certain degree of success in the evaluative comprehension of science text. The findings from this study were useful to teachers, administrators, school district personnel, and curriculum developers to improve comprehension levels in all students by implementing the think-aloud strategy.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia