Comprehension of Expository Text: Insights Gained from Think-Aloud Data

Autor/inn/en	Gillam, Sandra Laing; Fargo, Jamison D.; Robertson, Kelli St. Clair
Titel	Comprehension of Expository Text: Insights Gained from Think-Aloud Data
Quelle	In: American Journal of Speech-Language Pathology, 18 (2009) 1, S.82-94 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/07-0074)
Schlagwörter	Reading Comprehension; Sentences; Protocol Analysis; Language Impairments; Grade 4; Auditory Stimuli; Listening Skills; Feedback (Response); Special Education; Task Analysis; Verbal Stimuli; Alabama + Suchen Sie Ihr Suchwort? Leseverstehen; Sentence analysis; Satzanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; School year 04; 4. Schuljahr; Schuljahr 04; Auditive Stimulation; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufgabenanalyse
Abstract	Purpose: To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance. Method: Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated. Results: Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension. Conclusions: The use of data obtained during think-aloud sessions may be useful to supplement information gained from traditional measures of comprehension for children with and without language impairments. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10