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ERIC Number: EJ1105042
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0256-8543
Learning from K-5 Teachers Who Think Aloud
Ness, Molly
Journal of Research in Childhood Education, v30 n3 p282-292 2016
An essential element in teaching children to effectively comprehend text is the use of teacher-led think-alouds. The overarching objective of this study was to explore how to better prepare early career teachers to conduct think-alouds in their classrooms. Data from 31 teachers consisted of (1) questionnaires, (2) lesson plans, (3) lesson transcripts, and (4) written reflections. Teachers made significant growth in the quantity and quality of reading comprehension strategies they incorporated. Discussion focuses on the challenges the participants encountered when thinking aloud. Finally, suggestions for supporting teachers in effectively thinking aloud are provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A