Read-aloud and think-aloud technique with semistructured interview for identifying reading strategies¶

Element · All elements
Evidence · no claims cited

Description¶

The study used the read-aloud and think-aloud technique, which "requires them to express what they are doing and thinking while performing a task" and "enables the readers to identify different cognitive strategies and metacognitive strategies during the process of performing the task". Each participant read the heat-temperature text aloud while thinking aloud, video-recorded and transcribed; a researcher observed and took notes on verbal expressions or behaviors, which were coded as products of cognitive or metacognitive processes. A nine-item semistructured interview administered after reading identified the strategies used and the purposes of using them without affecting the reading process itself.

Design Implications¶

Context¶

Requirements¶

• The researcher models the technique beforehand; a semistructured interview after reading is used to determine the purposes of strategy use

Constraints¶

• The interview was administered after reading in order not to affect the participants' reading process

Target Learners¶

• preservice science teachers

Target Learning Goals¶

• identifying cognitive and metacognitive strategy use during science text reading

Related Elements¶

Examples¶

• Design RC and LC tests with the offered subskills and validate them with think-aloud protocols and interviews

Key Sources¶

• Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537