Using Think-Alouds to Support and Enhance English Language Learners' Comprehension of Multimodal Texts
Contribution to Books
Research has demonstrated that elementary students may not be skilled interpreters of multimodal science texts (McTigue & Flowers, 2010). This challenge may be enhanced for English language learners (ELLs), whose language skills are still developing. Therefore, in this qualitative case study, we implement think-aloud protocols to understand three striving ELL readers’ comprehension processes and use of comprehension strategies. Then we collaborated with three pre-service teachers to design individualized comprehension instructions. After 7-weeks of intensive tutoring, findings show students were able to use a greater variety comprehension strategies. Classroom implications are discussed to provide best instructional practice for striving ELL readers.
This document was originally published in Association of Literacy Educators and Researchers (ALER) Yearbook by the Association of Literacy Educators and Researchers (ALER). Copyright restrictions may apply. https://www.aleronline.org/page/yearbook
Guo, Daibao; Son, Eun Hye; and Wright, Katherine Landau. (2020). "Using Think-Alouds to Support and Enhance English Language Learners' Comprehension of Multimodal Texts". In N. Cossa, A. Babino, J.J. Araujo, and R.D. Johnson (Eds.), Association of Literacy Educators and Researchers (ALER) Yearbook (Volume 42, pp. 125-141). Association of Literacy Educators and Researchers.