A literature review of the think-aloud reading comprehension strategy for teacher use in the classroom

This literature review focuses on the classroom use of a research based comprehension strategy called Think-Aloud. This is a strategy that readers of all abilities and ages can incorporate into their daily reading habits in order to more fully engage in text of all types. This is a fairly new strategy that has come to awareness and more widespread use within the last few years. Teachers need to provide direct instruction and model this strategy so that students correctly practice and use it alone and with partners. The final goal of the Think-Aloud strategy is that readers will become more aware of their own connections to text and fully awaken prior knowledge automatically, resulting in a better understanding of text. It is hoped that the Think-Aloud strategy will become yet another tool for students as they tackle any reading assignment