TITLE

Think-Aloud Strategy: Metacognitive development and monitoring comprehension in the middle school second-language classroom

AUTHOR(S)
McKeown, Regina G.; Gentilucci, James L.
PUB. DATE
October 2007
SOURCE
Journal of Adolescent & Adult Literacy;Oct2007, Vol. 51 Issue 2, p136
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article presents information on helping limited English proficient middle-school students in U.S. schools improve their reading comprehension. The authors recommend Think-Aloud Strategy as a means of activating metacognition toward the goal of improved reading comprehension. They explains that think-aloud allows language learners to monitor reading comprehension, self-regulate the reading process, and employ strategies to fix comprehension as needed. The describe the background of the strategy and studies of reading comprehension in second-language learners and of think-aloud strategies. The explains the method, design and procedure, instrumentation, data analysis, and results of their own study on the topic.
ACCESSION #
26915485

 

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