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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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Tams, A. C. "Modelling intonation of read aloud speaking styles for speech synthesis." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269672.
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Ward, Natalia, Amber N. Warren, A. Rountree, and M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.
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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.
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Gallingane, Mary Caitlin. "Effects of read-aloud strategies on young children's vocabulary learning." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024861.
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Dyck, Rebecca. "Use of think-aloud in teaching physical assessment to nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ26568.pdf.
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Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.
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Robinson, Ariel. "Small Group Read Aloud with Nonfiction and Fiction Literature in Preschool." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877164.
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<p> The purpose of this study was to investigate teacher’s roles and children’s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws from three theoretical orientations: sociocultural theory, reader response theory, and the emergent literacy perspective. Two preschool teachers and 19 children were video and audio recorded as they participated in small group read aloud events that occurred during choice time in their classroom twice per day. Transcripts of interviews and small group read aloud sessions were analyzed. Analysis included open coding, axial coding, and constant-comparative techniques to reach data saturation.</p><p> Research findings suggest that teachers employed similar and different scaffolding and modeling strategies when reading fictional and nonfiction literature, differentiated instruction for younger and older children, as well as responded aesthetically to fictional stories and efferently to nonfiction texts. Children utilized a range of meaning making strategies and responded both aesthetically and efferently to both types of text. Older children served as peer models for their younger classmates.</p><p> This study has several implications. Future research should investigate read aloud with fiction and nonfiction literature with different populations of teachers and children, repeated readings of nonfiction literature, and large versus small group read aloud in preschool. Implications for preschool teachers include careful selection of fiction and nonfiction literature, employing additional reading strategies for nonfiction, differentiating instruction for younger and older preschoolers, and reading across the efferent-aesthetic continuum with both types of text. Preschool administrators should make reading instruction with fiction and nonfiction texts a priority. Early childhood teacher education faculty can support preservice teachers’ capacities to read fiction and nonfiction literature with children.</p><p>
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Whitehead, Amy Elizabeth. "The use of 'Think Aloud' protocol to investigate golfers decision making processes." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/12118/.
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Decision making in sport in general and golf in particular has received only limited attention in the sport psychological literature. In addition, research which has been conducted has mainly used retrospective methods of data collection to investigate athlete’s thoughts and decisions during performance. Ericsson and Simon (1993) proposed Think Aloud (TA) protocol analysis as a tool for collecting concurrent data of cognitive processes. As a result this thesis aimed to investigate the efficacy of this method for the collection of decision making data in sport using a self-paced sport in particular to investigate the decision making process in differing skill level golfer’s. Within this thesis 4 studies were conducted. Study 1 used TA to investigate differences in decision making of 30 skilled and 30 novice golfer’s on a putting task, and examine if different verbalization instructions influence performance. Participants performed 30 putts on an indoor green in either a level 2, level 3, or no verbalization condition. Level 3 verbalization produced a higher volume of verbal data than level 2. Skilled golfers verbalized more about gathering information and planning putts than novices, while novices verbalized more technical instruction than skilled golfers. TA verbalizations at either level 2 or level 3 did not impair putting performance compared to no verbalization. It was concluded that TA protocol is an appropriate method for exploring decision making in self-paced motor tasks such as golf. Study 2 aimed to further investigate the appropriateness and the use of TA by examining the congruence between data collected via think aloud protocol at level 3 and cued retrospective recall of decisions on a golfing task. Six high level male golfers performed six holes of golf whilst engaging in level 3 think aloud, this involved describing one’s thoughts and explaining one’s decisions during the task. After performance, three semi-structured retrospective interviews were conducted. The first was ten minutes after performance, the second 24 hours after performance, and the third 48 hours after performance. Think aloud verbalizations and interviews were transcribed verbatim and coded. Content analysis was used to identify first and second order themes related to decision making on the golf task. A comparison of the themes identified indicated large discrepancies between the information reported during think aloud and at interview, with only 38-41% similarity in variables reported to influence decision making on each hole. These findings suggest retrospective recall of decision making is limited since relevant information is lost due to memory decay. Limitations of both methods were discussed. However, future research in sport could record decision making processes in event, employing the think aloud protocol. Following the studies 1 and 2 which demonstrated that TA is a suitable method of data collection for collecting decision making data in golf Study 3 aimed to extend previous research on decision making in golf and the expert-novice paradigm by comparing the thought processes of six higher skilled (m handicap 4) and six lower skilled (m handicap 20) male golfers. Participants were asked to think aloud while playing six holes of golf. Verbalisations were recorded, transcribed, and grouped into the themes of (a) Gathering information, (b) Club selection (c) Planning (d) Technical instruction, (e) Shot evaluation and (f) Pre-performance routine. Differences were found between skill levels in that higher skill golfers decisions centred more on gathering information and planning whereas less skilled golfers focused more on technical instruction. These results are consistent with theories of skill acquisition in that higher skilled performers are less reliant on step-by-step monitoring of the skilled motor performance as opposed to beginners. Finally, study 4 aimed to progress the findings of study 3 by investigating whether stress through the introduction of a competition with monetary prizes will influence performance and the thought process in high and intermediate skilled golfers. A total of 16 participants took part in this study, 8 skilled golfers and 8 intermediate level golfers. All golfers completed the Decision Specific Reinvestment Scale (DSRS; Kinrade, Jackson, Ashford and Bishop, 2010b). Following this participants either took part in a practice round or a competition round and this was counterbalanced to eliminate practice effect. All participants prior to the competition round were instructed that prizes were given to the top three performers and these consisted of £100 voucher for golf merchandise for the winner, £70 voucher for second place and £30 voucher for third place. All golfers were asked to think aloud whilst performing both practice and competition. Verbalisation were recorded, transcribed and grouped in to themes of (a) gathering information, (b) Club selection (c) Planning (d) Technical instruction, (e) Shot evaluation and (f) Dwelling on past shot. The introduction of stress did not influence performance, however under stress it was found that higher skilled golfers were more likely to use technical rules compared to normal practice conditions, especially during putting performance. Furthermore, high level golfers reported more planning compared to intermediate golfers during both practice and competition condition. These findings support Masters (1993) theory of reinvestment. The findings of the thesis suggest first that the think aloud protocol is a viable methodology to obtain rich and valid data. Secondly, findings suggest that the decision making process is influenced by the skill level of the athlete and stress. Although the decision making process appeared to be more influenced in higher skilled golfers. From a practical perspective findings suggest using think aloud can aid a player or coach to understand their thought process and to identify what may happen to a golfers performance when faced with the pressure of a competition.
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DeVore, Trenton Michael Tremains. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.
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Meadows, B. "A comparative analysis of two models of reading : Goodman and Guthrie." Thesis, Middlesex University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568476.
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Gomez, Franco Ligia E. "Exploring teachers’ read-aloud practices as predictors of children’s language skills: the case of low-income Chilean preschool classrooms." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3825.
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Thesis advisor: Marina Vasilyeva<br>Book-reading is a common practice among teachers in developed countries; yet, little research has been done on the nature and the role of this activity in predicting children's language outcomes in developing countries with languages other than English. The present study sought to address this gap by examining preschool teachers' speech characteristics and the read-aloud strategies used in Chilean schools serving Spanish-speaking children from low-income families. The investigation expanded previously used methodology by providing a more in-depth analysis of the teachers' strategies used during book reading in preschool classrooms. It examined whether the variability in read-aloud strategies and speech characteristics predicted preschoolers' vocabulary and comprehension growth over a school year. This study was exploratory in nature and it used available Chilean Prekindergarten data from Un Buen Comienzo intervention project. As part of the project, teachers were randomly assigned to either intervention or control group, with teachers in the intervention group participating in workshops designed to improve their instructional methods. Teachers' speech characteristics and read-aloud strategies were coded based on videotaped records of reading activities in classrooms. A final list of 24 read-aloud strategy codes emerged; High and Low level composites were created to reflect different degrees of cognitive stimulation. Descriptive analysis demonstrated substantial variability in the use of read-aloud strategies and speech characteristics across teachers. Teachers in the intervention group, on average, used a greater number of diverse read-aloud strategies than teachers in the control group. Results from Hierarchical Linear Modeling analysis revealed a significant difference in the relation between the use of Read-aloud strategies and the growth of children's vocabulary as a function of condition (intervention vs. control group). Specifically, for the teachers in the intervention group, High-level read-aloud strategies were found to be a statistically significant predictor of children's vocabulary growth scores. In contrast, for teachers in the control group, this relation was not significant. Low-level read-aloud strategies and speech characteristics were not significantly related to children's language outcomes in either intervention or control group. The implications of the findings for further research on classroom linguistic environment and for teaching practices in preschool classrooms are discussed<br>Thesis (PhD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology
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譚燕芬 and Yin-fun Jenny Thumb. "Dictionary look-up strategies and the bilingualised learners' dictionary: a think-aloud study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243666.
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Thumb, Yin-fun Jenny. "Dictionary look-up strategies and the bilingualised learners' dictionary : a think-aloud study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25176560.
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Danielsson, Kristina. "Beginners Read Aloud : High versus Low Linguistic Levels in Swedish Beginners' Oral Reading." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8344.
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The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses. The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level. Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels. An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.
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Kohart, Jennifer N. "Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120.
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Ward, Natalia A., A. Warren, and A. Rountree. "Whose Read-Aloud Is It?: Analyzing Model Unit Starter Texts for Cultural Relevance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3136.
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Zhao, Tingting. "'Please keep talking': an investigation of the concurrent think-aloud method in usability testing." Thesis, University of Sunderland, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574446.
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This thesis explores the reported disparity between the concurrent think-aloud theory (Ericsson and Simon, 1984; 1993) and its application in usability practice. A tension exists between the classic approach and usability practitioners' desire to gather relevant data. This research is the first to specifically examine the impact of a number of methodological changes in the concurrent think-aloud method, on both the utility and validity of usability test data. Three empirical studies were conducted. Study One examined the impact of adding evaluator interventions to the classic think-aloud to make it an interactive think-aloud. The results showed that there were no differences between the types of utterances produced in the classic and interactive think- aloud styles, although the latter produced more utterances relevant to usability analysis, and more verbalised usability problems. However, the interactive think-aloud also produced a large number of low impact problems. The usefulness of interventions was low, and the types of interventions issued could affect the nature of the verbalisations elicited, their relevance and the quality of problems. Study Two examined the impact of using an explicit instruction that requests specific contents in the think-aloud. The results showed that the explicit instruction neither improved the utility of data nor facilitated the usability analysis process, compared to the classic instruction. However, it served to increase participants' mental workload and led users to be more critical about the system. The third study considered the use of dual elicitation by gathering both concurrent and retrospective think-aloud data. The results showed that by adding a minimal amount of time, this approach increased the explanatory power of the data, and facilitated problem discovery and understanding. These improvements were achieved without compromising the test's validity. The empirical work reveals that methodological changes that are divergent from their theoretical motivations may not work as effectively as practitioners anticipated. The risks of introducing invalid data are not worth the limited benefits obtained. The research suggests that researchers and practitioners should adhere to the classic think-aloud, but reinforce it by collecting additional retrospective data. This dual elicitation technique appears to be a more rigorous and useful usability evaluation tool.
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Lyons-Thomas, Juliette. "Using think aloud protocols in the validity investigation of an assessment of complex thinking." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46498.
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Validation requires the collection of evidence that supports inferences from an assessment. Think aloud protocols (TAPs) are one method of collecting validity evidence for assessments; however this technique is rarely used in validity investigations of complex thinking. The first research question investigated the use of TAPs as a method of validation for assessments of complex thinking. Specifically, the research explored how TAPs add to validity investigations beyond the information that psychometric analyses provide. TAPs were collected from 35 students using a historical thinking measure. A large-scale administration of the same assessment to 441 students provided data for the psychometric analyses. The TAP data were coded and compared to the psychometric data in order to investigate the first research question. It was found that TAPs are valuable by providing information that is consistent with psychometric evidence. Furthermore, TAPs also provide information that cannot be obtained using traditional psychometric methods. The second research question examined accuracy of data from TAPs from the perspective of test takers. After taking part in the TAPs, students were asked to reflect on their verbalizations after they had finished their session. This information guided the investigation of verification of TAPs. The findings from this research show that students view TAPs as accurate reflections of their thought processes. Additionally, student responses provided important information about the factors that may facilitate or hinder the accuracy of TAPs. Possible implications and future directions for both research questions are discussed.
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Lingemann, Kerstin [Verfasser]. "The simulated patient’s view on teaching : results from a Think Aloud Study / Kerstin Lingemann." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2014. http://d-nb.info/1062949382/34.
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Sorvari, Sonja. "Case Study: Detecting End-User Problems. Performance of Heuristic Evaluation Compared to Think Aloud." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447073.
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There are currently multiple usability evaluation methods in use. Some of them involve users whereas others do not. It is commonly assumed that the usability problems found via user-involved methods are real problems that the end-users may face when using the product in real situations. In this study, one usability evaluation method that does not involve users, Heuristic Evaluation, was evaluated by comparing the results it provided to the results provided by a user-involved method, Think Aloud. Heuristic Evaluation’s performance in detecting usability problems of a system was evaluated in two cases: taking all of the usability problems of the interface into account and only taking the serious usability problems of the interface into account. A system called Nytt, provided by Nytt Ab, was used as the evaluated system. The values of thoroughness, validity and effectiveness were calculated based on the numbers of actual usability problems found via Heuristic Evaluation, actual problems missed by Heuristic Evaluation and false problems found via Heuristic Evaluation. The findings of this study suggest that Heuristic Evaluation does not detect all of the problems that Think Aloud does but instead offers a lot of other findings as problems. Moreover, the performance of Heuristic Evaluation is not drastically affected by whether detecting only serious usability problems or usability problems in general.
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Svensson, Erica. "Högläsning : En studie om hur barn påverkas av högläsning." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Läs & skriv, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28164.
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Högläsning i skolan anses generellt som utfyllnad av tid och avslappning för barnen. Hemma får barnen för det mesta höra någon läsa högt under god-natt-sagan innan läggdags. Arbetets syfte är därför att undersöka hur hemmets och skolans högläsning påverkar barns läsförståelse. Arbetet tar dessutom upp samtalets betydelse under läsning och hur föreställningsvärldar påverkar barnens läsförståelse. Frågeställningarna i arbetet besvarar: Hur påverkas barns läsförståelse av högläsningen i hemmet och i skolan? Hur påverkar samtalet kring högläsning barns läsförståelse? Hur kan barns läsförståelse stärkas med hjälp av föreställningsvärldar? Resultatet visar att läsförståelsen ökar när barnen får samtala och skapa föreställningsvärldar om högläsningen.
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Bystedt, Johanna, and Elsa Brännström. "Lågstadielärare läser högt för sina elever – En studie om lågstadielärares reflektioner kring högläsning av skönlitteratur." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173181.
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Syftet med denna studie är att få en ökad kunskap om lågstadielärares syfte med och tillämpning av högläsning av skönlitterära böcker i klassrummet. De frågeställningar som ligger till grund för studien handlar om vad lågstadielärare har för syfte med sin högläsning av skönlitterära böcker samt hur de praktiskt tillämpar högläsning av skönlitterära böcker i undervisningen. Frågeställningarna undersöktes genom kvalitativa semistrukturerade intervjuer med verksamma lågstadielärare i norra Sverige. Resultatet bearbetades och strukturerades med hjälp av en kvalitativ innehållsanalys och det teoretiska ramverk som denna studie grundas på är den sociokulturella teorin. Resultatet som framkom i studien var att lågstadielärare högläser för att skapa gemenskap, ta upp aktuella ämnen, utöka elevers ordförråd samt för att ge eleverna rika språkliga möjligheter. Resultatet visade också att lågstadielärare arbetar med högläsning av skönlitterära böcker genom boksamtal, diskussioner och bearbetningar av de lästa genom olika övningar.
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Adeyemo, Mary. "Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1470.
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In an inner-city elementary school, students continue to lag in reading proficiency, and implementation of research-based, district-mandated teaching strategies is not well understood. The purpose of this case study was to explore teachers' perceptions of mandated, read-aloud expository text strategies in K-2 classrooms. The conceptual framework was Vygotsky's social constructivism model of learning, which envisions students learning by interacting with teachers and peers, in this case, using read-aloud strategies, until they become autonomous, expository readers. The research questions focused on benefits and challenges of the implementation of read-aloud expository text by K-2 teachers who were given a 5-year mandate by the school to use strategies of scaffolding, graphic organizers, think-alouds, and text talk. Data were gathered from 5 teachers who volunteered to participate and were trained in the strategies. Data collection included individual interviews, collaborating interviews, reflective journals, and field notes. Open coding and thematic analysis identified 6 themes of teacher perceptions, including benefits, situational strategies, and explanations for use, challenges, support, and implementation. Throughout the data collection process, teachers suggested the use of Text Talk Kit materials. These kits, in use by other districts, may be beneficial to all teachers and may lead to social change by allowing teachers to access materials to better instruct all struggling readers, a benefit across all curricular areas and for all students.
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Spiel, Craig F. "Is Reading Standardized Tests Aloud an Accommodation for Children with ADHD?" Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461602754.
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Schweitzer, Annette Elisabeth. "Vocabulary decoding and inferencing processes of young learners during reading : a think-aloud case study." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15502/.
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This study investigates the role of strategic and non-strategic knowledge sources that young EFL learners retrieve for decoding vocabulary and inferring contextual meaning whilst reading. The inquiry is based on the theoretical frameworks of incidental vocabulary acquisition and interactive reading comprehension processes. The study uses the Think-Aloud Method (TAM) to probe the introspective and retrospective verbalisations of 9 to 10 year old German-speaking students during reading. The main study data were collected over a 3-week period at the German School Shanghai and consists of the learners’ Think-Aloud Protocols (TAP). The findings of the study support the view of reading as an interactive process. In order to understand written texts, the learner’s cognitive and metacognitive processes in his or her short-term memory trigger the retrieval of appropriate schematic knowledge from the long-term memory for decoding vocabulary and inferring contextual meaning. The results of the study suggest that the learners retrieved a variety of knowledge sources whilst reading. These included linguistic knowledge, external knowledge and strategic knowledge. The range of strategic and non-strategic knowledge sources retrieved by the learners in this study appear to be similar to the knowledge sources retrieved by both adult and young L2 learners in previous empirical studies. The quantity and quality of verbal data collected for this study seem to suggest that the learners were capable of introspective and retrospective verbalisation. This study supports the findings of other think-aloud studies which have demonstrated the effectiveness of TAM for investigating the vocabulary learning and reading processes of young learners. Nevertheless, it appears that the use of well-planned training sessions for the researcher to model the thinking aloud process is important for the success of the method. The study also demonstrates that the use of appropriately leveled reading material is essential for effective data collection and analysis.
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Chen, Ya-Yun. "Trainee Translators' Autonomous and Reflective Learning - Using Diary, Think-Aloud and Small Group Discussion Activities." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512216.
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Eva-Wood, Amy L. "Expanding the cognitive apprenticeship model : how a think-and-feel-aloud pedagogy influences poetry readers /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7746.
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Gibbons, Deirdre Anne. "Assessing comprehension in the classroom, comparing performance on sentence verification and classroom read-aloud tasks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30791.pdf.
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Bennett, Kassidy Harriet. "The effects of musical accompaniment with read aloud stories on children's language acquisition and recall." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192265.
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Jensen, Jan L. "Paramedic Clinical Decision Making." BMC Emergency Medicine, 2009. http://hdl.handle.net/10222/12738.
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Paramedics are responsible for the care of patients requiring emergency assistance in the out of hospital setting. These health care providers need to make many decisions during the course of an emergency call. This thesis on paramedic clinical decision-making includes two studies, intended to determine which decisions paramedics make that are most important for patient safety and clinical outcome, and what thinking strategies paramedics rely on to make decisions. Forty-two decisions were found to be most important for outcome and safety. The highest decision density of an emergency call is during the on-scene treatment phase. Paramedics use a mix of thinking strategies, including rule out worst scenario, algorithmic, and exhaustive thinking. The results of these studies have implications for future research, paramedic practice and training.
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Hendry, Charles. "Caring for patients - setting priorities : an exploration of the process of prioritising care in nursing." Thesis, Abertay University, 2001. https://rke.abertay.ac.uk/en/studentTheses/b6073061-57ac-40c0-a455-555b62418b1a.
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Caring for patients in an acute medical ward occurs in a complex and dynamic environment. Prioritisation of goals and activities represents one element of effective planning and delivery of care. The importance of priority setting has been highlighted in the nursing literature for over twenty-five years; however, there would appear to be no systematic study of this key skill. This thesis explores priority setting within a novice/expert framework, using a mixed methods approach. In addition to using simulation it investigates real-time priority setting within actual clinical practice. Study one used simulation in four groups with a range of nursing experience. This included one group of non-nurses for comparison. Participants were asked to prioritise twelve care activities presented in a simulated case-load. Analysis demonstrated that the simulation evoked priority setting behaviour, and differences in priority setting were seen. Study two combined the simulated case-load with think-aloud method. Semistructured interview completed the data collection. Findings were consistent with Benner’s ovice/expert framework, suggesting that prioritisation is determined by two main characteristics, the views, values and perceptions of the nurse, and key skills, knowledge and experience. Study three used think-aloud method to examine priority setting in clinical practice, comparing junior student nurses with senior staff nurses. This was supplemented by observation and semi-structured interview. Findings from this study identified differences in cognitive processes, and priority setting strategies. Developing critical thinking skills, expert role modelling, and the use of an active apprenticeship model may facilitate skill acquisition. This thesis highlights the complexity of priority setting in caring for patients in an acute medical ward. It explores the development of this skill in learner nurses, and demonstrated a range of methods for studying decision-making in both simulated and clinical settings.
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Bhatkhande, Yogesh Dilip. "Comparison of Traditional and Activity Theory Based Analysis Methods for Verbal Protocol Data." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/34221.
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The think aloud method has been used in this research to generate data that
reveals the thoughts of participants of a study while they are performing tasks. The
pioneers of this method, Simon and Ericsson, have provided a method to analyze the
data so as to obtain meaningful results. However, this analysis method is complicated
and time consuming. Most researchers use some form of categorization to perform their
analysis. Critical incidents were used to categorize the data gathered in the tests
conducted as part of this research. This research proposed the use of tenets of Activity
Theory while performing data analysis so that the cultural and environmental aspects
that influence task performance are identified and addressed as part of the analysis. A
data analysis template was created that directs the analyst to follow activity theory while
performing the analysis. Sample data was gathered using the Think Aloud Method. The
results obtained after analyzing this data using the proposed Activity Theory Based
method were compared with those obtained when the same data was analyzed using a
representative traditional method of analysis. The research included positive critical
incidents, negative critical incidents and level of severity of negative critical incidents as
the dependent measures. No significant differences were found between the two
methods based on these dependent measures. Task type had a significant effect on the
number of positive and negative critical incidents identified.<br>Master of Science
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Beven, Frederick Alan. "Metacognitive Structuring while Learning with Hypermedia." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367457.
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In this research, the presence and nature of learners’ metacognition were explored
through think-aloud protocols while they were engaged with autonomous learning in
hypermedia settings. This purpose was achieved through two studies, one a preliminary
investigation which established the viability of application in hypermedia learning
settings of a method of identification and classification of metacognition designed by
Meijer, Veenman, and Van Hout Wolters (2005, 2006). This proved positive and
informed the major research, a multiple case study, of the extent to which learners regard
themselves as autonomous in these settings and whether provision of metacognitive
training enhanced their awareness of being metacognitive, and/or their autonomy. In this
major research, top-level structuring (Bartlett, 1978, 2008) was adopted as a second
classificatory technique which allowed distinctions of a learner’s organisational systems
to be captured within the categories established through Meijer et al.’s system.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Augustsson, Mikaela. "Högläsningens effekter genom samtal." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30046.
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Högläsning ses generellt i skolan som en aktivitet där eleverna kan slappna av eller som en utfyllnad av tid (Stensson, 2006). Syftet med detta examensarbete är att undersöka hur högläsning kan användas i skolan och i hemmet på ett positivt och utvecklande sätt för eleverna läs- och skrivutveckling, samt hur hemmet och skolan kan samarbeta för att bidra till en ökning av barnets läs- och skrivutveckling. Arbetet tar upp hur viktigt det är med boksamtal och hur det påverkar elevens förståelse, även vad föreställningsvärldar är och hur de kan användas. Frågeställningarna arbetet besvarar är: Hur kan boksamtal i samspel med högläsning bidra till barnets läs- och skrivutveckling? Hur kan hemmet och skolan bidra till att barnet får en större förståelse och positiva upplevelser av högläsning? Hur bör högläsningen utformas för att bidra till en lyckad läs- och skrivinlärning? Resultatet av litteraturstudien visar att barn får en ökad läs- och skrivutveckling om de får samtala före, under och efter högläsningen.
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Stewart, Samantha Davida Stewart. "Children Shaping Reading Identities with Picturebooks in a Pre-Kindergarten Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1511700081775942.
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Rietz, Leppänen Elisabeth. "Likheter och skillnader mellan flickor och pojkar i årskurs ett vid lösning av aritmetiska uppgifter." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13682.
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Tidigare studier visar att det finns skillnader mellan flickor och pojkar avseende hur de upplever ämnet matematik, vilket återspeglas i utbildnings- och yrkesval. Tidigare studier visar även att det finns skillnader mellan flickor och pojkar avseende hur de lär och tänker när de löser matematiska problem och attlärare inte alltidtar hänsyn till dessa skillnader. Denna studie syftar till att undersöka hur flickor och pojkar löser aritmetiska uppgifter genom kognitiva, kroppsliga och externa strategier samt likheter och skillnader mellan flickor och pojkar. Totalt har 23 barn (11 flickor och 12 pojkar) i grundskolans årskurs ett löst nio aritmetiska och fyra andra matematiska uppgifter. Barnen instruerades att tänka högt och blev videofilmade. Resultaten visar att pojkarna oftare använder kognitiva strategier (75% av uppgifterna) än flickorna gör (66%). Särskilt ofta använder pojkarna de kognitiva strategier som kallas härledning och talfakta (62%) medan flickorna använder dessa strategier mindre ofta (40%). Flickorna använder oftare kognitiva och kroppsliga strategier där de räknar upp eller ned (49%) än pojkarna gör (20%). Flickorna använder även oftare kroppsliga strategier (30%) än pojkarna gör (13%). Dessa skillnader pekar på att lärare bör kartlägga vilka strategier eleverna använder för att därigenom kunna anpassa sin undervisning.<br>Previous research show there are differences between girls and boys as it comes to how they experience school mathematics, which has consequences for educational and professional career choices. Previous studies also show there are differences between girls and boys concerning how they learn and think when solving mathemtical problems and that teachers do not always take these differences into consideration. This study aims at describing and anaysing how girls and boys solve arithemtic tasks by using cognitive, bodily and external strategies and similarities and differences betweeen girls and boys. In total, 23 children (11 girls and 12 boys) first graders in elementary school solved nine arithmetic and four other mathematical tasks. The children were instructed to think aloud and they were video recorded. The results show that boys more often used cognitive strategies (in 75% of tasks) than girls did (66%). In particular, the boys tended to use the cognitive strategies that are called decomposition and direct retrieval of artithmetic facts (62%) while the girls used these strategies less often (40%). The girls more often used cognitive and bodily strategies involving counting up or down (49%) than the boys did (20%). The girls more often used bodily strategies (30%) than the boys did (13%). These differences indicate that teachers should be provided tools for mapping strategies that pupils use in order to be able to adapt their teaching to individual differences.
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Røsand, Terje. "Think Aloud Methods with Eye Tracking in Usability Testing : A comparison study with different task types." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-20675.
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The concurrent think aloud (CTA) method is perhaps the single most valuable usability engineering method. The method has certain issues that may be avoided by using another method: Retrospective think aloud (RTA). RTA can be conducted un-cued, or cued by different stimuli. Several studies have been done to compare the different methods, but none of these have examined the methods under different circumstances. In this study three different methods, CTA, RTA and RTAg (RTA cued by video and gaze data) are compared when applied on three different task types: Easy interaction task, reading task and complex problem solving task. The comparison was done in terms of four measurements: Task performance, usability problems identified, amount of verbalization and the participants’ subjective assessments. It was found that with the two retrospective methods there were elicited more usability problems by means of verbalization as compared to CTA. It was also found that during reading tasks and complex problem solving tasks the participants found it easier to verbalize using RTAg than using RTA. Some observations were done that invite to further research.
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Creamer, Scott. "Narrative comprehension in Alzheimer's disease assessing infernces [sic] and memory operations with a think-aloud procedure /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/S_Creamer_112808.pdf.
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Thesis (M.S. in psychology)--Washington State University, December 2008.<br>Title from PDF title page (viewed on Feb. 19, 2009). "Department of Psychology." Includes bibliographical references (p. 28-32).
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Elias, Martille R. "The nature of talk in a kindergarten classroom examining read aloud, guided reading, and literature discussion /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4330.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 5, 2007) Vita. Includes bibliographical references.
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Blok, Sherry. "Read-aloud editing : how talking about writing pushes second language learners to self-and peer-repair." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98911.
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Read-aloud editing aims to engage both the reader and the writer to negotiate meaning and negotiate form with the aim to self- and peer-repair. This study was divided into a three-fold focus: (1) examining feedback types, (2) examining categories of repair and (3) examining patterns of dyadic interaction (Storch, 2002). Two read-aloud editing sessions of 15 intermediate-level adult English as a second language learners (ESL) were audio-recorded and transcribed for quantitative and qualitative analysis. The results reveal that reformulations as a feedback type led to more learner repairs, whereas prompts led to more "metatalk" (Swain, 1998). Peer readers initiated and repaired more than writers and errors pertaining to incorrect grammar form tended to be repaired over other types of errors. Social relationships between the peers changed depending on how learners assumed their roles in the pairs. The findings suggest that read-aloud editing helps learners notice incongruities in their writing and find solutions by talking about writing (Nystrand, 1986).
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Celander, Guss Jonas. "Design av whatismykidplaying.com : En fallstudie i användbarhet för webbplatser." Thesis, Uppsala universitet, Institutionen för informatik och media, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-157870.
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Detta arbete består av designen av ett gränssnitt för webbplatsen whatismykidplaying.com. Designen var tänkt att ge hög användbarhet för målgruppen och testades av användare i ett think-aloud test. De fick testa och utvärdera hur väl gränssnittet fungerar och deras feedback utvärderades och resultaten låg till grund för förslag på förändringar i gränssnittet, vissa som sedan blev implementerade. Studien har utgått från de olika stegen i en användarcentrerad utvecklingsmodell, analys - design - utvärdering - återkoppling, och en iteration har genomförts. Som utgångspunkt, för att öka användbarheten i webbplatsens gränssnitt, användes diverse regler och riktlinjer för hur användbarhet bäst kan uppnås, när designen gjordes. Hur väl dessa regler och riktlinjer fungerat tillsammans, i detta projekt och design, blev således en del i think-aloud testest utvärdering. Studien presenterar och analyserar hur användarna upplevt resultatet av den första designen av gränssnittet, och vad som fungerat bra och mindre bra ur användbarhetssynpunkt.<br>This thesis consists of the design of a user interface for the website whatismykidplaying.com. The design of the user interface was meant to increase usability for the target-group, and was tested by users in a think-aloud test. The users evaluated the usability and their feedback was evaluated and the results were used to produce suggestions for improvements in the user interface, some of which were implemented. The basis for the study is the steps in user-centered-design, analysis - design - evaluation - feedback, and one cycle has been carried out. To enhance usability in the user interface, different rules and guidelines regarding how to design for usability were used for the design. How well these rules played together, in this design, was evaluated in the think-aloud test. The thesis presents and analyses how the users experienced the first design of the user interface and which parts had worked well and those that didn't, from the usability point of view.