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ERIC Number: EJ867770
Record Type: Journal
Publication Date: 2009-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1058-0360
Comprehension of Expository Text: Insights Gained from Think-Aloud Data
Gillam, Sandra Laing; Fargo, Jamison D.; Robertson, Kelli St. Clair
American Journal of Speech-Language Pathology, v18 n1 p82-94 Feb 2009
Purpose: To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance. Method: Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated. Results: Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension. Conclusions: The use of data obtained during think-aloud sessions may be useful to supplement information gained from traditional measures of comprehension for children with and without language impairments. (Contains 3 figures and 3 tables.)
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama