Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students

Magaly Lavadenz

Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students

Research output: Contribution to journal › Article › peer-review

Abstract

This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.

Original language	American English
Number of pages	2
Journal	Center for Applied Linguistics: ERIC Digest
State	Published - Dec 2003

Disciplines

Education
Linguistics
Applied Linguistics
Psychology
Science and Mathematics Education

Access to Document

https://digitalcommons.lmu.edu/education_fac/70

Cite this

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abstract = "This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.",

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AB - This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.

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