1 Volume 15, Number 1 March 13, 2012 ISSN 1099-839X Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts Evan Ortlieb Megan Norris Texas A&M University – Corpus Christi Comprehension of text is developmental in that it begins with a child’s ability to listen and make sense of language. Though listening comprehension is often the predecessor towards reading comprehension; some children maintain difficulties in listening comprehension throughout schooling and into adulthood. This quasi-experimental study investigated the effectiveness of using a think-aloud strategy to improve students’ reading comprehension in science within a kindergarten classroom. Results indicate that using think-alouds as a during-reading activity significantly increases a student’s comprehension of science concepts. Findings provide relevant information about employing think-alouds as an instructional tool for teachers in the primary grade levels. Keywords: comprehension, think-aloud, prevention, science, literacy, kindergarten Comprehension is one of the five core components of reading, which has been a hot topic for the last few years (Cassidy & Ortlieb, 2011; Cassidy, Valadez, & Garrett, 2010; Dymock, 2007). Teachers are always in search for enhanced methods of comprehension strategy instruction. Comprehension is a complex process that requires students to use multiple cognitive skills, such as auditory processing (Huey, 1908/1968; Anderson, Hiebert, Scott, & Wilkinson, 1984). Students also need to have direct instruction of strategies, which can help develop reading comprehension (Loveless, 2012). Comprehension consists of a variety of strategies that children must know and manipulate in order to understand readings; struggling readers often have difficulty comprehending texts that they are reading because they lack these skills. Although it is also difficult for teachers to teach strategies, according to Dymock (2007), there could possibly be more improvements in students’ understanding when reading text, because of the increase of teachers making a point to teach strategies. Many children do not have the foundational skills such as word recognition, vocabulary development, and prior experiences that are considered necessary to connect text with meaning (Pardo, 2004). One way teachers can augment students’ comprehension strategy use is through think-alouds. The think-aloud method has been widely used as a strategy of instruction by teachers to model for students the thinking process (Dunston & Headley, 2002); this in turn can help promote comprehension (Block & Israel, 2004). The think-aloud helps to enhance students’ abilities of the thinking process and understand what they comprehend, and it allows for the reader to connect meaning and understanding with the text. Block and Israel further that students feel that think-alouds are beneficial to their thinking process when the correct method is taught to them and it allows for teachers to become better educators. Teachers show their thinking process and how their thoughts are occurring during the reading for students who are struggling with comprehension. Through using a think-aloud teachers are able to vocalize how they think as they read (Davey,