Date of Award

2-15-2013

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Literacy and Language Development)

Colleges & School

College Of Education And Leadership

First Advisor

Lauren Cleary

Library of Congress Subject Heading

Reading (Middle school); Reading comprehension; Reading comprehension--Study and teaching (Middle school)

Abstract

This study assessed the effect that the use of the think-aloud strategy had on improving reading comprehension of struggling middle school readers. The study consisted of a six-week intervention in which the student were provided instruction in the use of the think-aloud strategy three days each week during their small-group reading class. Seven students, four boys and three girls, from an urban, public school near Milwaukee, Wisconsin, participated in this study. The researcher used marked think-aloud passages from the Qualitative Reading Inventory-V (Leslie & Caldwell, 2010), the Fountas and Pinnell reading assessment, and MAPs (Measures of Academic Progress) in order to obtain data before the onset of the study and at the end of the study in order to gauge its effectiveness. Additionally, the researcher monitored progress through the use of guided and independent practice on the use of think-alouds on high-interest reading passages. Data findings indicated that the treatment had a positive impact on the students' ability to answer explicit comprehension questions. The study did not positively impact the students' ability to answer implicit questions. Teachers who are considering using the think-aloud strategy should consider examining this study.

Rights

Open Access

OCLC Number

828112150

Is this full-text open access?

1

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