Comprehension of expository text: insights gained from think-aloud data.

Abstract:

PURPOSE:To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance. METHOD:Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated. RESULTS:Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension. CONCLUSIONS:The use of data obtained during think-aloud sessions may be useful to supplement information gained from traditional measures of comprehension for children with and without language impairments.

authors

Laing Gillam S,Fargo JD,St Clair Robertson K

doi

10.1044/1058-0360(2008/07-0074)

subject

Has Abstract

pub_date

2009-02-01 00:00:00

pages

82-94

issue

1

eissn

1058-0360

issn

1558-9110

pii

1058-0360_2008_07-0074

journal_volume

18

pub_type

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