ABSTRACT
Dialog was noted as important in the previous book on cognition, but here the focus is as much on internal self-talk, while think-aloud is new to this volume. In terms of dialog, young writers’ concerns tend to be dominated by mechanical features, although metacognition is emerging. A tool to visually display the features of conversations was reported. Teachers paid more attention to videos of others talking than to videos of themselves. Turning to think-aloud, it worked as well as a predict-verify strategy in reading, and both were better than traditional instruction. Think-aloud with English language learners was effective with the more able but not with the less. Students with learning disability produced more metacognitive verbalizations than average students. Think-aloud substantially increased the amount of time spent on mathematical thinking. Implementation was described in an elementary design course.
