Think-Alouds
What is Think-Alouds?
Think Alouds is a proven instructional technique for improving comprehension, which involves making a student’s thoughts audible (usually aloud) saying what you are thinking while you are performing a task (Duke and Pearson 2010). It differs to Literacy Circles in that the teacher plays a more active role in modelling and facilitating guided practice. It can be done working with individuals, small groups or the whole class. We suggest using it as part of your literacy rotation so that appropriate texts can be selected based on reading ability.
Why Do Think-Alouds?
Think Alouds are a positive tool for assessing and monitoring comprehension as they provide an insight into the processing style of the reader (Wade 1990). Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with making predictions, monitoring comprehension, and overcoming problems with word recognition or comprehension.
How to Do Think-Alouds
There are a number of different ways you could use Think-Alouds in your classroom to improve reading comprehension. However, to keep it simple yet effective, we suggest using a plan recommended by Duke and Pearson (2010) based on modelling, coached practice and reflection as outlined below.
1. Modelling
Avoiding Common Pitfalls
Caution is advised when using Think-Alouds as different strategies will need to be drawn on, because what might work for one comprehender may not work for another (Wade 1990). Also, background knowledge plays a big role in any comprehension so recognising the results which are obtained in any think aloud activity will be specific to the unique combination of text, task, context and reader background knowledge (Wade 1990).
Resources
Read Aloud Strategies and Teaching Ideas https://www.teachervision.com/read-aloud/teacher-tips/74720.html?detoured=1
Problem Solving Resources for Teachers https://www.teachervision.com/problem-solving/teaching-methods/71530.html?detoured=1
Predicting https://www.teachervision.com/skill-builder/lesson-plan/48712.html?detoured=1
Think Alouds is a proven instructional technique for improving comprehension, which involves making a student’s thoughts audible (usually aloud) saying what you are thinking while you are performing a task (Duke and Pearson 2010). It differs to Literacy Circles in that the teacher plays a more active role in modelling and facilitating guided practice. It can be done working with individuals, small groups or the whole class. We suggest using it as part of your literacy rotation so that appropriate texts can be selected based on reading ability.
Why Do Think-Alouds?
Think Alouds are a positive tool for assessing and monitoring comprehension as they provide an insight into the processing style of the reader (Wade 1990). Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with making predictions, monitoring comprehension, and overcoming problems with word recognition or comprehension.
How to Do Think-Alouds
There are a number of different ways you could use Think-Alouds in your classroom to improve reading comprehension. However, to keep it simple yet effective, we suggest using a plan recommended by Duke and Pearson (2010) based on modelling, coached practice and reflection as outlined below.
1. Modelling
- First, you will need to choose a few texts based on age and ability and ensure students have a copy in front of them.
- Model the Think-Aloud technique i.e. read part of the text, think out loud what the author's message is.
- As you model, have students either (a) jot down the different techniques you used to comprehend what the text was saying, or (b) use mind mapping on iPads
- Prepare an Anchor chart and ask the students to share some strategies used during the think-aloud modelling.
- Now select a different text and explain to students you will be reading out loud but stopping occasionally to ask them what they are thinking about. If when a student shares his/her thoughts the connection is not clear, encourage the student to explain in further detail.
- Repeat this activity but ask the students to write down what they are thinking about instead of discussing it out loud.
- Go back to your Anchor chart and have student discuss some of the strategies they are using to comprehend the text.
- Reflection encourages the students to comprehend the text, instead of just reading the words.
- Have students write a letter to the person next to them discussing some of the strategies they used to comprehend the text/ author's message.
Avoiding Common Pitfalls
Caution is advised when using Think-Alouds as different strategies will need to be drawn on, because what might work for one comprehender may not work for another (Wade 1990). Also, background knowledge plays a big role in any comprehension so recognising the results which are obtained in any think aloud activity will be specific to the unique combination of text, task, context and reader background knowledge (Wade 1990).
Resources
- Duke N., & Pearson D., (2010), ‘Effective Practices for Developing Reading Comprehension’. In Farstrup, A. and Samuels, S., What Research Has to Say About Reading Instruction 3rd Edn, (pp. 205-242), Delaware, USA: International Reading Association.
- Wade, S. (1990), ‘Using Think Alouds to Assess Comprehension’, The Reading Teacher, 3(7), 442-451.
Read Aloud Strategies and Teaching Ideas https://www.teachervision.com/read-aloud/teacher-tips/74720.html?detoured=1
Problem Solving Resources for Teachers https://www.teachervision.com/problem-solving/teaching-methods/71530.html?detoured=1
Predicting https://www.teachervision.com/skill-builder/lesson-plan/48712.html?detoured=1