Using Think-aloud While Reading: What do students think about it?

This article discusses the feedback given by students on the use of think-aloud in enhancing reading, particularly while reading and thinking aloud in a group. The students were part of an experimental study where the think-aloud procedure was used as a pedagogical tool to enhance reading comprehension. Data was collected through the use of questionnaires, interviews and journal writing. Findings on what the students thought about the procedure and the related advantages and disadvantages while reading individually or in a group were presented followed by a discussion on the pedagogical implications of those findings.