Windows on Comprehension: Reading Comprehension Processes as Revealed by Two Think-Aloud Procedures

To address methodological questions regarding use of the think-aloud (TA) procedure and theoretical questions regarding the roles of prior knowledge and strategy use in reading comprehension, 24 college students each read 3 passages in 3 different presentation modes (marked TA, unmarked TA, and cont...

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Bibliographic Details
Published in:Journal of educational psychology 1997-12, Vol.89 (4), p.579-591
Main Authors: Crain-Thoreson, Catherine, Lippman, Marcia Z, McClendon-Magnuson, Deborah
Format: Article
Language:English
Subjects:
Biological and medical sciences
Cognitive Processes
College Students
Female
Fundamental and applied biological sciences. Psychology
Higher Education
Human
Knowledge Level
Knowledge Utilization
Language
Learning Strategies
Male
Production and perception of written language
Protocol Analysis
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Comprehension
Reading Processes
Thinking
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Summary:To address methodological questions regarding use of the think-aloud (TA) procedure and theoretical questions regarding the roles of prior knowledge and strategy use in reading comprehension, 24 college students each read 3 passages in 3 different presentation modes (marked TA, unmarked TA, and control) and answered essay comprehension questions. There was no effect of presentation mode on essay scores. TA comments were coded into 4 categories, 2 of which were significantly correlated with comprehension scores for marked but not unmarked passages. The authors conclude that the marked procedure elicited more veridical protocols. A second coding and analysis of the marked protocols showed that students who scored high on the comprehension test were more likely to have made many TA comments reflecting a "knowledge-transforming" approach to the text.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.89.4.579