Rating
Study:
Kucan & Beck.
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction.
reading_meta_35
Literature
Review
Reading Topics:
• Comprehension
– Think Aloud
– Strategy Instruction
– Literature Review
Grades: 3-5, 6-8
Keywords:
inquiry; modeling
Study:
Bauman, Seifert Russell, & Jones.
Effects of think-aloud instruction on elementary students' comprehension abilities.
reading_rf_6
Subjects: 66 4th grade students from an elementary school in a rural midwestern community
Results: Degrees of Reading Power - Effect Size= + .48
Reading Topics:
• Comprehension
– Think Aloud
– Strategy Instruction
Grades: 4
Keywords:
student monitoring
Study:
Franklin, Roach, Clary, & Ley.
Overcoming the reading comprehension barriers of expository texts.
reading_4-6_20
Subjects: (82) 5th and 6th graders in small rural public school
Results: Instruction in metacognitive strategies does, in fact, improve comprehension. Preservice and inservice training in content area reading should be available.The training model used in this study produces favorable results in teacher effectiveness and student achievement.
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Grades: 5, 6
Keywords:
metacognition; teacher modeling; comprehension process
Study:
Raphael & McKinney.
An examination of fifth- and eighth-grade children's question-answering behavior: An instructional study in metacognition.
reading_4-6_47
Strategy: QAR - Question Answer Relationship
Subjects: 217 5th and 8th grade students from 4 comparable suburban schools in Salt Lake City
Results: Training does enhance children's performance on comprehension tasks, and is particularly effective with children of average and low-reading abilitiy levels, particularly with regard to implicit question types.
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
Grades: 5, 8
Keywords:
questioning; facts; inferences; prior knowledge
Cote, Goldman, & Saul.
Students making sense of informational text: Relations between processing and representation.
reading_4-6_59
Subjects: Experiment 1: 24 fourth and sixth graders with range of reading levels
Experiment 2: 24 fourth and sixth graders with range of reading levels (different student than experiment 1)
Results: It was found that students rely on a variety of processing strategies; however, the processing tended to be sentence-by sentence level. The prevalent protocol was self-explanations; however, they varied in impact on recall. It was found that the relationship between processing activities and the quality of recall is quite complex and more research is needed. The Think-aloud protocol was found to be effective for the older students, but not for the younger students.
• Comprehension
– Strategy Instruction
– Activating Background
Knowledge
– Think Aloud
Carr, Dewitz, & Patberg.
The effect of inference training on children's comprehension of expository text.
reading_4-6_41
Subjects: 75 6th-grade students in intact classes at a suburban elementary school.
Results: Both treatment groups scored significantly higher than the control group. The performance of below average readers did reach the performance of average readers on the posttests and delayed transfer test.
• Comprehension
– Strategy Instruction
– Think Aloud
– Activating Background
Knowledge
Davey & McBride.
Effects of question-generation training on reading comprehension.
reading_4-6_13
Subjects: 120 6th-graders; English was their native spoken language
Results: Significant effects for both treatment groups, F(4, 114) = 4.58, p<.05, and question type F(1, 115) = 85.84, p<.05
• Comprehension
– Questioning Strategies
– Think aloud
(meta-cognition)
Schunk & Rice.
Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services.
reading_4-6_53
Strategy: Comprehension strategy fading and progress feedback and (use of) strategy value feedback
Subjects: 44 fifth graders receiving remedial reading-comprehension instruction Chapter I reading program predominately lower-middle class, 25% ELL
Results: Self-efficacy yielded significant treatment effect F(3, 40) - 16.82, p<.001
Comprehension skills yielded significant treatment effect F(3, 40)= 14.97, p<.001
Self-reported strategy use was significant F(3, 40) = 16.81, p<.01
– Think Aloud
Study:
Lee.
Is October Brown Chinese? A cultural modeling activity system for underachieving students.
reading_4-6_51
Subjects: Intact class taught by the researcher at an all-African American high school; 69% were from low-income families.
Results: Despite low scores on standardized reading tests, under-achieving students are capable of higher order thinking and application of this skill to literature.
Reading Topics:
• Comprehension
– Questioning Strategies
– Misc.
Grades: 9-12
Keywords:
low ability students; scaffolding; modeling