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Third-grader's think-aloud protocols: Types of reading activities in reading an expository text
ARTICLE

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Learning and Instruction Volume 16, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension level. Three indices reflecting three different types of reading activities were discerned: reading errors, reproduction, and activities referring to reading strategies. Correlational analyses showed the reading strategy index to be related to reading comprehension as measured by standardized tests. The think-aloud task constitutes a valuable instrument for examining strategic reading among young readers.

Citation

Schellings, G., Aarnoutse, C. & van Leeuwe, J. (2006). Third-grader's think-aloud protocols: Types of reading activities in reading an expository text. Learning and Instruction, 16(6), 549-568. Elsevier Ltd. Retrieved May 24, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2006.10.004

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