I think that thinking aloud might possibly be considered a form of parapharsing or summary as the reader processes what he/she reads. 
 
JoAnn Medina-Scholtz


From: ezl109 at psu.eduTo: familyliteracy at nifl.govDate: Tue, 5 Feb 2008 14:03:49 -0500Subject: [FamilyLiteracy 969] Re: ComprehensionMonitoringStrategiesDiscussionBegins Today






Yes, 
 
This is right on.  
 
Cheers, 
 
Eugenio 
 


From: familyliteracy-bounces at nifl.gov [mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Susan McShaneSent: Tuesday, February 05, 2008 1:32 PMTo: The Family Literacy Discussion ListSubject: [FamilyLiteracy 968] Re: ComprehensionMonitoringStrategiesDiscussionBegins Today
 
Yes! And thinking aloud is one of the comprehension-monitoring strategies. I agree that it’s a very good reader strategy and can also be an excellent teacher strategy. You as a teacher can model what you do when you are “making sense of text” by reading and thinking aloud. You are letting weaker readers know what good readers do when they interact with text.
 
 
Susan
 
Susan McShane
National Center for Family Literacy
502-584-1133, Ext. 175
smcshane at famlit.org
 




From: familyliteracy-bounces at nifl.gov [mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Eugenio Longoria SaenzSent: Tuesday, February 05, 2008 12:15 PMTo: 'The Family Literacy Discussion List'Subject: [FamilyLiteracy 964] Re: ComprehensionMonitoringStrategiesDiscussionBegins Today
 
As far as I am concerned, read aloud is more than just uttering the text aloud.  It is also thinking aloud.  Read aloud is about thinking aloud as you read.  It is a way of making explicit the reading process.  This should not be confused with read along.  
 
Read aloud, if done correctly, is a great indicator of reading ability.  For example, as a student is reading along (out loud) and comes to a word he or she does not understand and then stops to think of the word trying to figure out the meaning (but doesn’t stop speaking out loud about the process of comprehension), he or she is engaged in read aloud.   A reader sounding out a word he or she has trouble decoding is another example of read aloud.  When done out loud, we see the skills being utilized to master the task of reading.  This is why it is so powerful.  At higher levels of reading, the read aloud process becomes more complex.  You can use it to teach symbolism, themes, comparison and contrast foreshadowing, etc.   
 
Talking about this makes me miss teaching so much…
 
I am not sure if I made sense, but believe me read aloud is a very powerful tool in developing the reading abilities of students.  I have used it with great success in the past.  I am also very aware of this process in my own reading.  After all, it is another one of the seven habits of highly effective readers.   
 
Abrazos, 
 
Eugenio 
 


From: familyliteracy-bounces at nifl.gov [mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Janet IsserlisSent: Tuesday, February 05, 2008 11:08 AMTo: The Family Literacy Discussion ListSubject: [FamilyLiteracy 963] Re: Comprehension MonitoringStrategiesDiscussionBegins Today
 
AllThe answer to this question might be embedded in some of the earlier posts, but I'd like to learn more about how it is that reading aloud ("sounding good" - I think someone said) is and isn't useful as an indicator of reading abilities.My understanding is that people who can read aloud fairly well are decent decoders.  They can wrest sound out of symbol.  This, however, is not the same as making meaning out of what's been read.  (I know that when I read something aloud, I can't always remember or even make sense of what I'm reading).We tend to use reading aloud as a way of 'seeing' what learners can do — but it seems to me that this gives us a very incomplete picture.Janet Isserlis 
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