References: Think-Alouds

Return to Think-Alouds strategy page.

References

Barak, M., & Lefstein, A. (2022). Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly, 57(2), 449-468.

Beck, S. W., Llosa, L., Black, K., & Trzeszkowski‐Giese, A. (2015). Beyond the rubric: Think‐alouds as a diagnostic assessment tool for high school writing teachers. Journal of Adolescent & Adult Literacy, 58(8), 670-681.

Brownell, M. T., Ciullo, S., & Kennedy, M. J. (2021). High-leverage practices: Teaching students with disabilities--and all students who need a learning boost. American Educator, 44(4), 12-19.

Burhansyah, B., Marhaban, S., Maisyarah, S., & Ys, S. B. (2022). The effect of the think aloud strategy on students' reading comprehension ability. English Education Journal, 13(3), 344-360.

Dyches, J. (2022). Power reading: Agitating with critical disciplinary literacy think-alouds. English Journal, 111(3), 75-83.

Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46(3), 231-243.

Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research.

Fuchs, L. S., Äikäs, A., Björn, P. M., Kyttälä, M., & Hakkarainen, A. (2019). Accelerating mathematics word problem solving performance and efficacy with think-aloud strategies. South African Journal of Childhood Education, 9(1), 1-10.

Hoeve, S. J. (2022). Teach writing with growth mindset: classroom-ready resources to support creative thinking, improve self-talk, and empower skilled, confident writers. Simon and Schuster.

Kymes, A. (2005). Teaching online comprehension strategies using think‐alouds. Journal of Adolescent & Adult Literacy, 48(6), 492-500.

Lesh, K. L. (2012). Thinking should be the students' job: Think-alouds in ninth-grade English (Doctoral dissertation, Moravian College).

Ness, M., & Kenny, M. (2016). Improving the quality of think‐alouds. The Reading Teacher, 69(4), 453-460.

Ortlieb, E., & Norris, M. (2012). Using the think-aloud strategy to bolster reading comprehension of science concepts. Current Issues in Education, 15(1), 1-10.

Santoro, L. E., Baker, S. K., Fien, H., Smith, J. L. M., & Chard, D. J. (2016). Using read-alouds to help struggling readers access and comprehend complex, informational text. Teaching Exceptional Children, 48(6), 282-292.

Shreiner, T. L. (2019). Students׳ use of data visualizations in historical reasoning: A think-aloud investigation with elementary, middle, and high school students. The Journal of Social Studies Research, 43(4), 389-404.

Strickland, T. K., & Maccini, P. (2013). The effects of the concrete–representational–abstract integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153.

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.

Yusuf, S. B., Nasir, C., & Rohiman, C. L. N. (2018). Using think-aloud method in teaching reading skill. Studies in English Language and Education, 5(1), 148-158.