LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:8 August 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Efficacy of Think-Aloud Strategy in Reading Comprehension

Mahmuda Alam and Zannatul Ferdous

Introduction

Students who are learning a particular language are exposed to many different strategies to improve their respective skill. Elementary students learn how to read but gradually their level becomes high, and the same reading skill requires much more modification to make it perfect. At this level they are not only supposed to read the lines of a text, but they are to discover the intended meaning of that text. For this, their reading skill and the ability to express their own viewpoints need to be sharpened. There are many students who have the talent to read between the lines but require the proficiency to express them. In reading, especially in critical reading, this scarcity becomes a barrier to successful learning process. To rise above this problem linguists suggest several ways or strategies to practice; among them we consider Think-Aloud strategies more striking. Think-alouds (Davey, 1983) are times when students stop to describe their thinking process aloud while they are reading something. It is a kind of process which facilitates students to scrutinize their thoughts while reading a particular text. This research investigates how the performance of the students who are exposed to Think-Aloud strategies and who are not, differs from each other.

1. Hypotheses

Students who are exposed to Think-Aloud strategies before going through a text, are more successful critical readers than those who are not.

2. Methodology

To enrich our research, we wanted to collect information from Newspapers, journals and relevant books and articles which might help to probe deep into this matter, but as the current research is a unique one, secondary sources of data were not available that much. As a result, we had to depend on only primary data. We have managed 4 (four) students who belong to same educational background and same level with whom we have arranged a test to evaluate our hypotheses. Two of them were exposed to the Think-Aloud strategies and another two were not. They were given a long paragraph of Francis Bacon’s Of Marriage and Single Life as their text through which we kept on testing their ability to express their thought. All the four students were graduate students. So, it was easier for us to monitor their performance. The main focus of this research was the responses from two types of students. So, to evaluate the students’ responses we arranged a test for both groups. Before that, the first group of two students was given direction, how to apply Think-Aloud strategies while reading.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mahmuda Alam
Lecturer, Department of English
World University of Bangladesh
Mobile: 01679828189
masrooralmir@gmail.com

Zannatul Ferdous
MA in TESOL, North South University
Former Assistant Teacher, Scholastica English Medium School
Mobile: 01923227688
lopamm@yahoo.com
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