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A literature review of the think-aloud reading comprehension strategy for teacher use in the classroom.

Cindy Kathryn Kauder , University of Northern Iowa


Open Access Graduate Research Paper

Reading (Primary); Reading comprehension--Study and teaching;

This literature review focuses on the classroom use of a research based comprehension strategy called Think-Aloud. This is a strategy that readers of all abilities and ages can incorporate into their daily reading habits in order to more fully engage in text of all types. This is a fairly new strategy that has come to awareness and more widespread use within the last few years. Teachers need to provide direct instruction and model this strategy so that students correctly practice and use it alone and with partners. The final goal of the Think-Aloud strategy is that readers will become more aware of their own connections to text and fully awaken prior knowledge automatically, resulting in a better understanding of text. It is hoped that the Think-Aloud strategy will become yet another tool for students as they tackle any reading assignment.

Year of Submission

Degree name.

Master of Arts in Education

Department of Curriculum and Instruction

First Advisor

Timothy G. Weih

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to [email protected] and include clear identification of the work, preferably with the URL.

Date Original

Object description.

1 PDF file (35 pages)

©2007 Cindy Kathryn Kauder

File Format


Recommended Citation

Kauder, Cindy Kathryn, "A literature review of the think-aloud reading comprehension strategy for teacher use in the classroom" (2007). Graduate Research Papers . 985. https://scholarworks.uni.edu/grp/985

Since August 30, 2019

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Literature Review of Research on Reading: Three Principles

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It is clear that reading is a complex process for both the student, who is trying to learn the necessary skills needed, and the teacher, who is attempting to impart these skills. Fortunately, research supports many key principles that can help guide a motivated teacher’s instruction. In pursuing my personal professional development, I’ve chosen to focus on principals regarding vocabulary, fluency, and motivation; using these principles, I engage in discussing relevant research and the resulting teaching implications.

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