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Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction
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Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction

Author: Linda Kucan; Isabel L Beck
Publisher: Sage Publications
Edition/Format: Article Article : English
Publication:Review of Educational Research, 67, no. 3 (1997): 271-299
Database:ArticleFirst
Other Databases: ERIC
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Document Type: Article
All Authors / Contributors: Linda Kucan; Isabel L Beck
ISSN:0034-6543
Language Note: English
Unique Identifier: 439685423
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schema:description"This is a review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction. As a method of inquiry, the analysis of verbal reports provided by readers thinking aloud revealed the flexible and goal-directed processing of expert readers. As a mode of instruction, thinking aloud was first employed by teachers who modeled their processing during reading, making overt the strategies they were using to comprehend text. Subsequently, instructional approaches were developed to engage students themselves in thinking aloud. Such endeavors revealed facilitation effects on text understanding. Current efforts to engage students in constructing meaning from text in collaborative discussions seem to indicate a new direction for thinking aloud research, one in which social interaction assumes increased importance."
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