The Use of Think-Aloud Protocols to Compare Inferencing Abilities in Average and Below-Average Readers

2002 ◽  
Vol 35 (5) ◽  
pp. 437-448 ◽  
Author(s):  
Sandra P. Laing ◽  
Alan G. Kamhi
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Average Readers ◽  
Below Average Readers

Are Subjective Reports of Conscious Recollection Valid? Evidence from Think Aloud Protocols

2008 ◽  
Author(s):  
Jeffrey K. Boman ◽  
David P. McCabe ◽  
Amanda E. Sensenig ◽  
Matthew G. Rhodes ◽  
Meghan T. Lee
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Conscious Recollection ◽  
Valid Evidence ◽  
Subjective Reports

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

scholarly journals Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

2017 ◽  
Vol 19 (2) ◽  
pp. 87-100
Author(s):  
Claudio Díaz Larenas ◽  
Lucía Ramos Leiva ◽  
Mabel Ortiz Navarrete
Keyword(s):  
Foreign Language ◽  
Teacher Candidates ◽  
Cognitive Strategies ◽  
Think Aloud ◽  
Writing Intervention ◽  
Writing Program ◽  
Post Intervention ◽  
Essay Writing ◽  
Think Aloud Protocols ◽  
Before And After

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

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