Think-Aloud. A Think-Aloud models a reader’s thinking process about the content AND the language of a text and takes into consideration modeling struggles an ELL might have.
When modeling Think-Alouds for ELLs, include thoughts about the following:
• Content (ideas; vocabulary that should have been pre-taught)
• Language structures
• Reading comprehension strategies
• Connections to other texts, the text itself, the reader, the world
Some things that one might do during a Think-Aloud:
Verbalize thoughts aloud while reading a selection orally, thus modeling the process of comprehension
Think about the purpose and main ideas
Pay particular attention to details
Do an overview of the text; highlight any visuals or other text clues
Activate relevant knowledge
Visualize/make a picture
Make predictions about the story
Connect to the author, or the story
Continue to ask questions
Have the ELLs do a Think-Aloud in their native language or practice at home
Other Considerations for Think-Alouds
It’s important for students to develop their metacognitive awareness and ability to evaluate and monitor their reading process as they are engaged. Research shows that comprehension improves when ELL readers are able to consciously monitor and control their reading. (Garner & Kraus, 1981–82; Jimenez & Gamez, 1996).
Think-Alouds encourage engagement with text, build vocabulary, decoding, comprehension, and fluency skills. (Block, E. 1986. The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463–494.)
Think-Alouds enable readers to stop periodically, reflect on the thinking they do to understand a text, and relate these literacy processes orally. (Block, C., S. Israel. 2004. The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2), 154–167.)