It is known that implementation of reading strategies in the classroom can often improve student reading habits and comprehension. In my opinion, reading is the most important subject because it is the foundation of all subjects. If you cannot read effectively, it makes it even more difficult to learn the subjects of math, science, and social studies. This is why I decided to research one specific strategy so I will know it inside and out in order to implement it in my classroom properly and effectively. After looking at popular reading strategies, such as the fish-bowl discussion, Jig Saw, and various others that are used, I decided on the think-aloud strategy. All of these strategies are beneficial in their own way and at some point I will more than likely use them all with my future students, however, focusing on a particular one at the moment will give me the opportunity to become a master of it.
As I was studying, I began to wonder about the origins of this reading strategy. I finally came across a very informative scholarly resource titled The Think Aloud Method: A Practical Guide to Modeling Cognitive Processes. This journal states that the think-aloud method has its roots in psychological research. By the end of 1960’s, the interest in internal cognitive processes was growing very fast and so was the interest in methods that can provide data about these processes. Over time experts noticed it became possible to obtain the knowledge and thoughts of others by allowing them to be vocal and free with their thought processes while they were completing a task, studying, reading a text, and more. The journal tells us that currently the think-aloud method is accepted as a useful method by a large part of the scientific community. Fortunately, this method has trickled over into the educational community and teachers have witnessed the benefits think-aloud provides students when reading (p. 32). Because of the original interests of scientists, the think-aloud has evolved into what it is known for today.
According to Leslie Oster, author of “Using the Think-Aloud for Reading Instruction,” think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text (p. 64). As teachers, we often wonder what our students are thinking as they read. What are their thought processes? What do they think about a particular character or passage in a novel? This is where the think-aloud strategy comes in and saves the day for educators. It provides us with a tool to dive into the minds of our young students.
One of our many roles as educators of reading is to create an appetite for reading. From personal experience, I had a teacher that was a tremendous reading teacher and I will never forget her. I believe she is one of the main reasons I am such an avid reader today. She gave us the chance to read what we wanted, to tell her about a book we loved, we had opportunities to read with our friends, and most importantly, she allowed us to have a voice and express our thoughts while reading. I can remember some of us racing up the stairs to the library to get our books and we truly loved it. This is one of the very reasons why I want to be a teacher; I want to see that love of reading, or any subject for that matter, blossom within a child. This why teaching strategies, such as the think-aloud, can play a beneficial role in the classroom.
In addition, the think-aloud strategy gives students the opportunity to use their voices by allowing them to be open with their thought processes, ideas, and questions. While reading to my younger sisters and cousins in the past, I used the think-aloud strategy and I did not even know I was using it. I have learned that it is often used by teachers without them even realizing it and I even pointed out to my cooperating teacher the other day that she was using the think-aloud strategy during a lesson and she was surprised because she told me that using this strategy has become so natural to her that she does not even notice she using it sometimes. I have noticed her students have even began to mimic her actions and will often stop and make a comment or ask questions they may have on a passage while they are participating in a read out loud. It is such an exciting moment when you see children becoming engaged with their reading process.
Moreover, while I was researching and reading about the think-aloud strategy, I had some questions arise in my mind. Is there more to this strategy than just reading and expressing your thoughts? Is it just teacher-led or can students participate independently? What are the overall benefits of using this reading strategy? Also, can it be incorporated into other subjects that elementary educators teach? Since I will have my own classroom in the near future, I wanted to know everything I could about this popular reading strategy. A typical think-aloud lesson for reading comprehension instruction involves three phases: modeling, guided practice, and reflection (Coiro, 2011). These three phases work together for the benefit of both the teacher and students.
During the first phase called modeling, teachers take full responsibility and set an example for their students. The role of the students during this phase is to listen, watch, and most importantly, learn. I believe modeling is an important phase during teaching no matter what subject is being taught or strategy is being used. Modeling for students gives them an appropriate and accurate example of what they should be doing while using this strategy. Although, before teachers complete the modeling phase, they must plan an effective lesson with the think-aloud strategy. Coiro (2011) says that effective lessons are designed to anticipate what students will struggle with most as they approach, navigate, negotiate, monitor, and respond to text; and offer think-aloud models of the thinking and reading strategies one would use to scaffold their understanding of these areas (p. 111). I always say to practice what you preach and if your students see you using the think-aloud strategy while teaching, they will follow your lead and do the same. I have observed that modeling is such an effective teaching strategy in itself.
After the teacher has completed the modeling phase and students have witnessed what the think-aloud strategy looks like, they will be encouraged to read by themselves, but with guidance from the teacher. Here, students are actively taking part in reading and thinking alongside the teacher (Coiro, 2011). During this phase, students are not completely independent just yet; they are working with guided assistance from the teacher. Over time, the teacher begins to provide less and less guidance while asking questions that get them thinking about what they are doing and providing feedback along the way about their performance. After students seem to be grasping the strategy on their own, students will be given the chance to work on their own without guidance from the teacher. Also, if a teacher feels comfortable with using implementing collaborative learning in the classroom then this would be a perfect opportunity to partner students appropriately and allow them to work on the strategy as a team.
Moreover, Coiro says that it does not just stop there. Teachers will often stop with the process after they believe that students are mastering it independently, however, teachers should move students to the reflection phase. During this phase, the class will come together to discuss their thoughts, questions, and strategies they used while completing their think-aloud. Often during this phase a discussion will open up and students will share their findings to compare with the others. The purpose is for students to learn from one another and discover how differently every one else’s minds operate. When I completed my veteran teacher interview for this strategy, one of the teachers said he likes using this strategy because it promotes diversity in his room and he aims for his students to learn that it is okay for others to think differently from themselves.
Furthermore, the goals of think-alouds are directly connected to national and state literacy standards. Tama and Haley, authors of Guiding Reading and Writing in the Content Areas: Practical Strategies, say there are three goals for using think-alouds that are connected to the standards. The first goal is connect reading selections to other texts, experiences, issues, and events. The second goal is to draw connections and explain relationships between reading selections and other texts, experiences, issues, and events. The third goal is to practice fluency to increase comprehension. All of these work together to meet the primary focuses of the think-aloud strategy. Tama and Haley tell us that the primary focuses for the usage of this strategy are to activate prior knowledge, to understand the reading process, and increase comprehension.
Additionally, this brings me to my question of how often to use the think-aloud strategy. I know how to begin using it by implementing the three phases into my lessons, I know the goals of using it, but I wanted to know how often we should use it. I began to wonder if you could use it too much and burn students out on it or if you can use it too little and result in a disaster by not helping students like it is intended for. After my interviews, I have come to the conclusion that you should use it before and after reading in the classroom as much as possible. However, if you are actively holding a lesson over the think-aloud strategy it has the potential to be time-consuming, especially if students are still in the learning process of it. Over time, this should be resolved, as the teacher and students grow used to it using it actively during all reading. Moreover, the think-aloud strategy belongs in all subjects. Like I said, reading is the foundation of every subject so of course the think-aloud strategy would be perfect in social studies, science, and math too. It is important for a teacher to not restrict using think-alouds for just reading lessons. Think-alouds are very versatile and if you used correctly, has the potential to help in all areas of the classroom.
In closing, after completing this research paper and conducting my veteran teacher interviews I am a huge advocate for the think-aloud strategy. I now plan on using it during my student teaching, which is fast approaching! This strategy along with our Edward Tulane novel would be such a fun and wonderful reading lesson for children! Even though I feel as if I know all the ins and outs of think-alouds, I’m still going to need practice to model it effectively for students, just like numerous other aspects of becoming a teacher. In the end, I truly believe the think-aloud strategy is tremendously beneficial tool to use in all classrooms and I plan on spreading the word and my new knowledge to other future teachers.