In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension level. Three indices reflecting three different types of reading activities were discerned: reading errors, reproduction, and activities referring to reading strategies. Correlational analyses showed the reading strategy index to be related to reading comprehension as measured by standardized tests. The think-aloud task constitutes a valuable instrument for examining strategic reading among young readers.
|Journal||Learning and Instruction|
|Publication status||Published - 2006|
Schellings, G., Aarnoutse, C. C., & Van Leeuwe, J. (2006). Third-grader's think-aloud protocols : types of reading activities in reading an expository text. Learning and Instruction, 16(6), 549-568. https://doi.org/10.1016/j.learninstruc.2006.10.004