Using Read-Alouds and Think-Alouds in Struggling in Readers Amethyst Rayford Emergent and Beginning Literacy EDU 316

Focus Statement Most teachers feel the best way to determine comprehension is to ask questions after the students read the text; this is not the best way to assess comprehension. But what if the student can read the text with great fluency, but is not able to comprehend and give feedback on what they have read? This is where read and thinks alouds come into play. Think alouds and strategy instruction have been used effectively for over two decades, and studies have demonstrated that thinking aloud improves comprehension. (Walker, 2005). To help struggling readers, read alouds and think alouds are greatly used because struggling readers tend to give up on comprehending reading after repeated failures.

References Zucker, Tricia A. Ward, Allison E. Justice, Laura M. (2009). Print Referencing During Read-Alouds: A Technique for Increasing Emergent Readers’ Print Knowledge. The Reading Teacher. 63(1), pp print referencing is seen to encompass: increasing children’s print knowledge, developing children’s metalinguistic understanding of print and fostering children’s interest in print during a familiar and highly contextualized social activity print referencing is seen to encompass: increasing children’s print knowledge, developing children’s metalinguistic understanding of print and fostering children’s interest in print during a familiar and highly contextualized social activity Idealistically students are asked to focus on the topic in which they have just read instead of the specific words that they have read. Idealistically students are asked to focus on the topic in which they have just read instead of the specific words that they have read. The combination of print referencing and read alouds had increased the students print knowledge and concepts. The combination of print referencing and read alouds had increased the students print knowledge and concepts.

References Bradley, Linda G. Donovan, Carol A. (2010). Information Book Read-Alouds as Models The Reading Teacher. 64(4), pp Students used information books to discuss genres of books Students used information books to discuss genres of books Students ask questions about how they thought the author formatted the book Students ask questions about how they thought the author formatted the book Students given blank books so that they could write on their own interesting topic Students given blank books so that they could write on their own interesting topic Students provided evidence of new found knowledge of information book elements, features and organization Students provided evidence of new found knowledge of information book elements, features and organization

References Walker, Barbara J. (2005). Thinking aloud: Struggling readers often require more than A model. International Reading Association. (pp ). Their technique was to use self evaluation sheets as well as self questioning strategies. The self evaluation sheet allows the student to think about what they have read in order to make predictions. Metacognition is in turned used which is a key aspect in the reading system. Their technique was to use self evaluation sheets as well as self questioning strategies. The self evaluation sheet allows the student to think about what they have read in order to make predictions. Metacognition is in turned used which is a key aspect in the reading system. It has been found those groups that were introduced to predictive strategies performed better than those who were given teacher directed questioning. It has been found those groups that were introduced to predictive strategies performed better than those who were given teacher directed questioning. The evaluation sheets are only tools to help students place their individual purposes on reading. The evaluation sheets are only tools to help students place their individual purposes on reading. The use of prior knowledge is key The use of prior knowledge is key