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Relevant bibliographies by topics / Read Aloud / Think Aloud

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Academic literature on the topic 'Read Aloud / Think Aloud'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Read Aloud / Think Aloud"

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Lesesne, Teri S. "Reading Aloud: A Worthwhile Investment." Voices from the Middle 13, no. 4 (2006): 50–54. http://dx.doi.org/10.58680/vm20065186.

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Reading aloud is often considered an elementary classroom activity, but think again. Lesesne offers research and classroom evidence that confirm reading aloud as a valid strategy for all ages of students. She also includes annotated lists of professional books that provide rationales and suggestions for teachers, as well as books, recent and classic, that make great read-alouds.

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Siagian, Sylvania Walanda, and Caroline Victorine Katemba. "COMPARATIVE STUDY BETWEEN THINK ALOUD AND VISUAL IMAGERY IN ENHANCING STUDENTSâ€™ READING COMPREHENSION." Acuity : Journal of English Language Pedagogy, Literature and Culture 1, no. 2 (2016): 36–51. http://dx.doi.org/10.35974/acuity.v1i2.602.

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The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing studentsâ€™ reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done in SMPN 1 Parongpong, West Bandung for 5 weeks or 640 minutes. Result of the study showed the average gain for Visual Imagery group is 0.038 and Think Aloud group is 0.125. The p-value = 0.686 > Î± (0.05), which means H0 is not rejected. Thus, there is no significant difference on studentsâ€™ reading comprehension between those who are taught using Think-Aloud and those who are taught using Visual Imagery. Keyword: Reading comprehension, Think Aloud, Visual Imagery

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Morgan-Short, Kara, Jeanne Heil, Andrea Botero-Moriarty, and Shane Ebert. "Allocation Of Attention To Second Language Form And Meaning." Studies in Second Language Acquisition 34, no. 4 (2012): 659–85. http://dx.doi.org/10.1017/s027226311200037x.

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The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension. These findings are considered in light of methodological issues and the larger issue of simultaneous attention to form and meaning in a L2.

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Burhansyah, Burhansyah, Saiful Marhaban, Siti Maisyarah, and Syamsul Bahri Ys. "The Effect of The Think Aloud Strategy on Students' Reading Comprehension Ability." English Education Journal 13, no. 3 (2022): 344–60. http://dx.doi.org/10.24815/eej.v13i3.27095.

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This research was designed to figure out the effectiveness of the think aloud strategy in improving students’ reading comprehension ability. The think aloud strategy is a learning strategy whereby students verbalize their thought as they read. Twenty 2nd grade students of MAS Darul Ulum Banda Aceh participated in this quantitative research. This research used a pre-experimental design with one-group pretest-posttest. The finding showed that the think aloud strategy improves students’ reading comprehension ability, especially in analytical exposition text. It can be seen from the mean score of the post-test (54.4) which was higher than that of the pre-test (36.4). The t-test analysis showed that the t-score (4.255) obtained a higher gain than the t-table (2.085). This strategy successfully helped the students to increase their reading comprehension ability in all aspects, particularly in identifying main ideas, making inferences, summarizing, and interpreting vocabulary. Therefore, the think aloud strategy can be considered as an effective instructional tool for teaching reading skill.

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Ariadi, Eka Sugeng. "Implementation Of The Think Aloud Strategy To Improve The Skills Of Reading Narrative Texts For Class X-9 MAN 1 Pasuruan Regency." Inovasi-Jurnal Diklat Keagamaan 17, no. 2 (2023): 139–49. http://dx.doi.org/10.52048/inovasi.v17i2.422.

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Until now, the reading culture in Indonesia is still among the lowest in the world. This has an impact on the low ability or reading skills of students. One of the solutions provided by the government to overcome this problem is to issue a unique GLS Manual Series related to the Think Aloud Strategy for high school level and equivalent. The research, which was conducted using the Classroom Action Research (PTK) approach, aims to apply the think-aloud strategy to class X-9 at MAN 1 Pasuruan in the even semester of the 2022-2023 school year. The formulation of the problems in this study include: (1) how is the think-aloud strategy practiced in improving narrative text reading skills in class X-9 MAN 1 Pasuruan? and (2) to what extent can think aloud strategy improve narrative text reading skills in class X-9 MAN 1 Pasuruan? Based on the results of the implementation of cycle 1 and cycle 2, the researcher concluded, first, the implementation of the think-aloud strategy in class X-9 MAN 1 Pasuruan can be fully (100%) practiced in accordance with the references or guidelines that have been outlined in the literature review. Second, the application of the think-aloud strategy can significantly improve the reading skills of class X-9 students of MAN 1 Pasuruan both in the knowledge (cognitive) and skills (psychomotor) aspects. In the cognitive element, there was a very significant increase from cycle 1 to cycle 2. The same thing happened in the psychomotor element, although not too significant. Thus the second and third indicators of success where the mean score of class X-9 on the cognitive and psychomotor aspects of > 80% is well fulfilled. There are several suggestions for further research, first, the think-aloud strategy is very feasible to practice in the teaching and learning process in English subjects (mapel) and also other subjects because this strategy is able to improve the quality of students' thinking in understanding the text being read. Second, modeling a new strategy is also very much needed as an initial guide or guide for students to make it easier to practice independently when reading other texts. Finally, further research is needed in other subjects, besides English, by using the think-aloud strategy or modifying it with other strategies.

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van Driel, Johan, Jannet van Drie, and Carla van Boxtel. "Struggling with historical significance: Reasoning, reading, and writing processes." European Journal of Applied Linguistics 10, no. 1 (2022): 185–211. http://dx.doi.org/10.1515/eujal-2021-0004.

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Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

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Hameed, Dunia Tahir, and Hussam R. Al-Jubouri. "The Role of Using Thinking Aloud Pairs Problem Solving (TAPPS) Strategy in Teaching Reading Comprehension to EFL Preparatory School Students." Journal of Tikrit University for Humanities 29, no. 1, 1 (2022): 1–21. http://dx.doi.org/10.25130/jtuh.29.1.1.2022.22.

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Thinking Aloud Pairs Problem Solving has been used as a strategy in teaching reading comprehension. Students should read, re-read silently, think aloud, verbalize what they think, and discuss and share information (work in pairs) to solve problems that are related to the reading passage .This strategy helps students to evaluate their reading which leads them to produce a better comprehension of the text. These aims are supposed to be achieved as follows:  Finding out the role of using (TAPPS) strategy on EFL preparatory school students' achievement in reading comprehension. Finding out if there is any significant difference between the experimental group's achievement at the recognition and production levels.

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Alhejaili, Asim, Heather Wharrad, and Richard Windle. "A Pilot Study Conducting Online Think Aloud Qualitative Method during Social Distancing: Benefits and Challenges." Healthcare 10, no. 9 (2022): 1700. http://dx.doi.org/10.3390/healthcare10091700.

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COVID-19 social distancing restrictions provided unprecedented insights into online research methodologies and approaches for both participants and researchers. Field research traditionally conducted face-to-face had to be transferred online, highlighting the great strides made in communication technologies (particularly live video streaming) over the last two decades for online qualitative research. However, dedicated research on these phenomena is tentative, including with regard to specific methods such as Think Aloud. This paper contributes to literature on online Think Aloud in qualitative research, evaluating new insights on its adoption online. It draws on findings from an online piloting study of Think Aloud tasks to explore the implications of using real-time internet video calls via SoIP applications by MS Teams. To assess the online Think Aloud process, this review called upon some of the comments made by participants during the semi-structured interview or comments made during the Think Aloud process, when they were relevant to the online process itself. It focuses on different dimensions of benefits, rapport in the session’s encounter, challenges, and ethical concerns. Overall, the findings indicate that online Think Aloud sessions cannot completely replace in-person sessions for some particular and highly in-depth research areas, but they can greatly facilitate qualitative data collection in most conventional contexts. It is necessary to carry out further studies exploring the use of this and other online approaches and instructions.

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Bestwick, Margaret Angel. "Mountain Chef: How One Man Lost His Groceries, Changed His Plans…" Social Studies Research and Practice 13, no. 1 (2018): 84–95. http://dx.doi.org/10.1108/ssrp-12-2017-0070.

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Purpose The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service. Design/methodology/approach This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher. Findings During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media. Practical implications Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion. Originality/value Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.

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Smith, Patricia L., and John F. Wedman. "Read-Think-Aloud Protocols: A New Data-Source for Formative Evaluation." Performance Improvement Quarterly 1, no. 2 (2008): 13–22. http://dx.doi.org/10.1111/j.1937-8327.1988.tb00011.x.

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Dissertations / Theses on the topic "Read Aloud / Think Aloud"

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Harris, Lisa Marie. "Read to me: Encouraging parents to read aloud." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/569.

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Alhadreti, Obead. "Thinking about thinking aloud : an investigation of think-aloud methods in usability testing." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/61487/.

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In website design and engineering, the term “usability” describes how easy a website or interface is to use. As the Internet continues to grow exponentially, with millions of websites vying for users’ attention, usability has become a critical factor determining whether a website will survive or fail. If websites are not sufficiently usable, users will simply abandon them in favour of alternatives that better cater to their needs. It is therefore crucial that designers employ effective evaluation methods in order to assess usability and improve user interface design. One of the most widely used methods of evaluating the usability of websites is the Thinking Aloud protocol, wherein users are encouraged to verbalise their experiences, thoughts, actions, and feelings whilst interacting with the design. This provides direct insight into the cognitive processes employed by users—knowledge which can then inform strategies to improve usability. However, despite the common usage of Thinking Aloud protocol in the field, the specific think-aloud procedures employed vary widely among usability professionals. The aim of this thesis is to investigate the utility and validity of the different variations of think-aloud usability testing methods. To this end, three empirical studies were conducted, using library websites, to compare the practical benefits of the various methods. The studies measured five points of comparison: overall task performance, the experiences of the test participants, the quantity and quality of usability problems discovered, the costs of employing the method in question, and the relationship between sample size and the number of problems detected. Study One examined three classic think-aloud methods: concurrent think-aloud, retrospective think-aloud, and a hybrid method. The results revealed that the concurrent method outperformed both the retrospective method and the hybrid method in facilitating successful usability testing. It detected higher numbers of usability problems than the retrospective method, and produced output comparable to that of the hybrid method. The method received average to positive ratings from its users, and no reactivity (a potential issue wherein the act of verbalising the cognitive process alters that process) was observed. In addition, this method required much less time on the evaluator’s part than did the other two methods, which involved double the testing and analysis time. Lastly, in terms of the relationship between the sample size and the number of problems discovered, the concurrent and the hybrid methods showed similar patterns, and both outperformed the retrospective method in this regard. Study Two compared the performance of the classic concurrent think-aloud method with two variations on this method in which the evaluator plays a more active role—namely, the active intervention method and the speech-communication method. The results showed that these three methods enabled the identification of a similar number of usability problems and types, and showed similar patterns with regard to the relationship between the sample size and the number of problems discovered. However, the active intervention method was found to cause some reactivity, modifying participants’ interactions with the interface, and negatively affecting their feelings towards the evaluator. The active intervention method also required much greater investment than did the other two methods, both in terms of evaluators' time, and, it was estimated, in financial terms. Study Three compared the classic concurrent think-aloud method with the co-participation method, wherein a pair of participants work together to perform their tasks, and verbalise their processes as they interact with the interface and with one another. This study found no difference between the methods in terms of task performance. However, the co-participation method was evaluated more positively by users in comparison with the classic method. It led to the detection of more minor usability problems, and performed better in terms of the relationship between the sample size and the number of problems detected. The co-participation method was, however, found to require a greater investment of time on the part of the evaluator.

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Primeau, Jessica M. "WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?" Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174664271.

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Ogolla, Juliana Anyango. "Usability Evaluation: Tasks Susceptible to Concurrent Think-Aloud Protocol." Thesis, Linköpings universitet, MDALAB - Human Computer Interfaces, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71590.

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Think-aloud protocol is a usability testing method whereby the participant running the usability test on an interface, thinks aloud as a way of giving feedback of the task he/she is performing on the given interface. It is one of the most researched on usability testing methods. It has attracted both praises and criticisms based on the effects it has on the participants or the tests at hand. A recently done study that used simple tasks, aimed at finding out the difference between using think-aloud protocol and not using think-aloud protocol. The study concluded that no notable differences were evident on the number of fixations and the amount of screen areas viewed when using think-aloud protocol and when not using think-aloud protocol.As an extension and follow-up of the recently done study, this study focused on finding the type of tasks that the concurrent think-aloud protocol has effects on. The tasks were chosen based on the information scent concept and eye-tracking methodology was used in collecting the necessary results.The study that involved twenty participants, resulted to some effects of the concurrent think-aloud protocol being noted on the low-scent tasks but not on high-scent tasks. It therefore goes ahead to conclude the tasks onto which concurrent think-aloud protocol would be more effective and the tasks that would be executed more effectively through other usability testing methods other than concurrent think-aloud protocol.

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Ahlbäck, Aron. "Tystnad talar : En utvärdering av ”think aloud” i spelbarhetstestning." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12383.

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Detta arbete undersöker huruvida "think aloud"-tekniken som den används i användbarhetstestning är lämplig i samband med spelbarhetstestning samt hur uppmaningar att tänka högt påverkar en speltestares immersion i spelupplevelsen. Forskningsområdet valdes främst då tekniken think aloud rekommenderas till spelbarhetstestning från många håll utan vetenskaplig motivering. En frågeställning togs fram med denna bakgrund i åtanke. För att utvärdera frågeställningen genomfördes en kvantitativ undersökning där en serie respondenter fick spela en artefakt i form av en för ändamålet konstruerad nivå till spelet Rising Islands (Mindblown 2016) för att sedan fylla i en enkät som mätte deras upplevda nivå av "immersion". Hälften av respondenterna uppmanades att tänka högt under speltillfället, övriga respondenter genomförde spelsessionen utan störande moment. Gruppernas genomsnittliga enkätresultat ställdes mot varandra i ett T-test. Resultatet visade att uppmaningar att tänka högt inte hade någon märkbar inverkan på upplevd immersion, men vidare forskning är nödvändig då det finns osäkerheter i datamängden.

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Yocom, Judy Ann. "Children's responses to literature read aloud in the classroom." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250016708.

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Bender, Franklin W. "Linguistic Features of Instructional Language during Read Aloud Lessons." Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935745.

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<p> The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons. </p><p>

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Bender, Franklin. "Linguistic Features of Instructional Language During Read Aloud Lessons." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24214.

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The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons.

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Draper, Anne Marie. "Listening and read-aloud strategies for primary age students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/678.

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Phillips, Anna. "The usefulness of 'think-aloud' for evaluating questionnaires in use in the health domain." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-usefulness-of-thinkaloud-for-evaluating-questionnaires-in-use-in-the-health-domain(875e30a6-e913-4609-a249-da0bd93df920).html.

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Self-report questionnaires are frequently used in health fields; however, subjective interpretation is often ignored. One way of assessing this is using techniques derived from cognitive interviewing. Of these, ‘think-aloud’, in which respondents speak their thoughts aloud as they complete a questionnaire, is the original paradigm. The thesis focusses on the use of ‘think-aloud’ methodology in the evaluation of questionnaires already in use in the health domain. The current thesis has been prepared in the format of scientific papers. Paper 1 is a systematic review (23 studies) of the appropriateness and usefulness of think-aloud techniques for evaluating health-related questionnaires. A descriptive account is provided of the aims of the studies reviewed; the justification for using think-aloud; populations studied; and methodology; an evaluative account depicts the usefulness of the think-aloud method in addressing researchers’ aims. Think-aloud was successfully used to address researchers’ aims and was effective at elucidating problems with questionnaires. Theoretical and clinical implications are discussed, and recommendations made for future research. Paper 2 is a cross-sectional observational study using think-aloud methods to examine the way in which people with End Stage Renal Disease (N=25) interpret and respond to the Emotion Regulation Questionnaire (ERQ). All questions were found to be problematic to some extent and reappraisal questions yielded the most problems. A tendency to deny or minimise negative emotions and present a positive self-image was also noted. Implications are discussed for use of the ERQ and replication with further samples suggested. Paper 3 is a critical appraisal of the above papers and provides personal reflections on the research process as a whole. The current thesis was a transition from a different study; amended due to time constraints. The journey is also outlined from this original study to the present thesis. Strengths and limitations are considered as well as areas for improvement and future research.

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Books on the topic "Read Aloud / Think Aloud"

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Macdonald, Fiona. Read aloud history stories. Collins Educational, 1996.

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Ltd, Publications International, ed. Read aloud bedtime stories. Publications International, 2001.

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Trelease, Jim. The read-aloud handbook. 5th ed. Penguin Books, 2001.

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Trelease, Jim. The read-aloud handbook. 5th ed. Penguin Books, 2001.

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Joanna, Cole, Calmenson Stephanie, and Schweninger Ann ill, eds. The Read-aloud treasury. Doubleday, 1988.

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Read Aloud, Think Aloud Transparencies: Course 4. Glencoe McGraw-Hill, 2006.

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Read aloud, think aloud transparencies: Course 2. McGraw Hill Glencoe, 2006.

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Read Aloud, Think Aloud Transparencies includes Read Aloud, Think Aloud Transparencies and Key Reading Skills Transparencies: Course 3. Glencoe McGraw-Hill, 2007.

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Literature, Glencoe. Glencoe Literature The Reader's Choice Course 5: Read Aloud, Think Aloud Transparencies. McGraw-Hill, 2007.

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Glencoe Literature Course 5 Blackline Masters of Read Aloud, Think Aloud Transparencies. Glencoe, 2008.

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Book chapters on the topic "Read Aloud / Think Aloud"

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Liapis, Alexandros, Christos Katsanos, and Michalis Xenos. "Don’t Leave Me Alone: Retrospective Think Aloud Supported by Real-Time Monitoring of Participant’s Physiology." In Human-Computer Interaction. Theories, Methods, and Human Issues. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91238-7_13.

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Li, Jinrui, and Thomas S. C. Farrell. "6. Think Aloud." In Researching Language Teacher Cognition and Practice, edited by Roger Barnard and Anne Burns. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912-009.

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Jonasson, Kerstin. "Think-aloud protocols." In Handbook of Pragmatics. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hop.11.thi1.

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Jääskeläinen, Riitta. "Think-aloud protocol." In Handbook of Translation Studies. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hts.1.thi1.

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Jonasson, Kerstin. "Think-aloud protocols." In Handbook of Pragmatics. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/hop.m2.thi1.

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Zhang, Lawrence Jun, and Donglan Zhang. "Think-aloud protocols." In The Routledge Handbook of Research Methods in Applied Linguistics. Routledge, 2019. http://dx.doi.org/10.4324/9780367824471-26.

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Jones, Malinda E., and Ann E. Christensen. "Planning for Read-Aloud." In Constructing Strong Foundations of Early Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9780429284021-12.

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Topping, Keith J. "Dialog and Think-Aloud." In Improving Thinking About Thinking in the Classroom. Routledge, 2024. http://dx.doi.org/10.4324/9781003402190-7.

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Celaschi, Sergio, Mauricio Sol Castro, and Sidney Pinto da Cunha. "Read It Aloud to Me." In Universal Access in Human–Computer Interaction. Designing Novel Interactions. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58703-5_19.

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Layne, Steven L. "Selecting the Appropriate Read-Aloud." In In Defense of Read-Aloud. Routledge, 2023. http://dx.doi.org/10.4324/9781032681290-3.

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Conference papers on the topic "Read Aloud / Think Aloud"

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Rajkumar, Rajakrishnan, Sneha Raman, Aadya Ranjan, Mildred Pereira, Nagesh Nayak, and Preeti Rao. "Psycholinguistic Features Predict Word Duration in Hindi Read Aloud Speech." In ICASSP 2025 - 2025 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2025. https://doi.org/10.1109/icassp49660.2025.10889644.

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Seiradakis, Emmanouela, and Ioannis Spantidakis. "Training undergraduate engineering students to read research articles: A qualitative think-aloud study." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363367.

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Gill, Amy M., and Blair Nonnecke. "Think aloud." In the 30th ACM international conference. ACM Press, 2012. http://dx.doi.org/10.1145/2379057.2379065.

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Lee, Gi-bbeum, Namwoo Kang, and Ji-Hyun Lee. "Human Driver’s Reasoning on Moral Dilemma of Autonomous Vehicles: Values and Themes." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001053.

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The computing capacity of Autonomous Vehicles (AVs) has allowed the public to rediscover the classic trolley dilemma in a modern context. This paper aims to present an in-depth explanation of driver’s moral reasoning for AV moral dilemma situations. Moral dilemma vignettes for AVs were designed based on real crash data and in-depth interviews with drivers. With the vignettes, a thought experiment with 33 participants was conducted; think aloud method and open-ended interviews were used to examine participants’ reasoning processes. This paper qualitatively interpreted the data by thematic analysis. The results suggest that 1) human drivers’ moral reasoning relies on diverse moral values and 2) reasoning can be explained based on safety, justice, and crash context. The results can be used as an analysis and communication tool for AV engineers and machine ethicists to determine how well current AV algorithms convey actual human moral reasoning.

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Olmsted-Hawala, Erica L., Elizabeth D. Murphy, Sam Hawala, and Kathleen T. Ashenfelter. "Think-aloud protocols." In the 28th international conference. ACM Press, 2010. http://dx.doi.org/10.1145/1753326.1753685.

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Ramey, Judith, Ted Boren, Elisabeth Cuddihy, et al. "Does think aloud work?" In CHI '06 extended abstracts. ACM Press, 2006. http://dx.doi.org/10.1145/1125451.1125464.

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Elling, Sanne, Leo Lentz, and Menno de Jong. "Retrospective think-aloud method." In the 2011 annual conference. ACM Press, 2011. http://dx.doi.org/10.1145/1978942.1979116.

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Freeman, Beverly. "Triggered think-aloud protocol." In the 2011 annual conference. ACM Press, 2011. http://dx.doi.org/10.1145/1978942.1979117.

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Cutler, Zach, Lane Harrison, Carolina Nobre, and Alexander Lex. "Crowdsourced Think-Aloud Studies." In CHI 2025: CHI Conference on Human Factors in Computing Systems. ACM, 2025. https://doi.org/10.1145/3706598.3714305.

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Yulianeta, Vismaia S. Damaianti, Dewi Prajnaparamitha Amandangi, and Inggri Dwi Rahesi. "Read Aloud Training Module." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.130.

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Reports on the topic "Read Aloud / Think Aloud"

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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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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