ABSTRACT
Think-aloud is a metacognitive process that students use in which their thoughts are verbalized while reading a selection of text, thus modeling the process of comprehension (Block & Israel, 2004). According to Baker (2002), metacognition is a reflective process in which think-aloud strategies provide a method for students to become cognitively engaged in reading. In addition, Massey (2003) suggested think-aloud can be used as instructional tools to scaffold comprehension awareness. This chapter examines the theory, research, and practices that relate to think-aloud strategy instruction and their effects on metacognition. By chapter’s end, you will have answers to the following questions: How are think-alouds related to improved student achievement and motivation? Why is nonfiction important when using think-alouds? How can think-alouds be used before, during, and after reading to improve comprehension? And, how can think-alouds be assessed?
