Does Proficiency in Middle School Reading Assure Proficiency in High School Reading? The Possible Role of Think-Alouds

Caldwell and Leslie examine the role of thinking aloud strategy to determine the proficiency of middle school readers when it comes to high school reading. They suggest that proficient middle school readers may not succeed equally in all high school texts, and thinking aloud is not equally facilitat...

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Published in:Journal of adolescent & adult literacy 2003-12, Vol.47 (4), p.324-335
Main Authors: Caldwell, JoAnne, Leslie, Lauren
Format: Article
Language:English
Subjects:
Adolescents
Adult literacy
Grade 6
High schools
Literacy
Middle school students
Middle Schools
Prior learning
Protocol Analysis
Reading
Reading Assignments
Reading Comprehension
Reading instruction
Standardized Tests
Suburban Schools
Think aloud method
Viruses
World wars
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container_title Journal of adolescent & adult literacy
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creator Caldwell, JoAnne
Leslie, Lauren
description Caldwell and Leslie examine the role of thinking aloud strategy to determine the proficiency of middle school readers when it comes to high school reading. They suggest that proficient middle school readers may not succeed equally in all high school texts, and thinking aloud is not equally facilitative to their success.
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source EBSCOhost MLA International Bibliography With Full Text; Art, Design and Architecture Collection; Linguistics Collection; ProQuest One Literature; Linguistics and Language Behavior Abstracts (LLBA); JSTOR; ProQuest Social Science Premium Collection; Education Collection
subjects Adolescents
Adult literacy
Grade 6
High schools
Literacy
Middle school students
Middle Schools
Prior learning
Protocol Analysis
Reading
Reading Assignments
Reading Comprehension
Reading instruction
Standardized Tests
Suburban Schools
Think aloud method
Viruses
World wars
title Does Proficiency in Middle School Reading Assure Proficiency in High School Reading? The Possible Role of Think-Alouds
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