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Building Preservice Teachers' Ability to Think Aloud in Literacy Methods Courses

An essential element in teaching children to effectively comprehend text is the use of teacher-led think alouds. The overarching objective of this study was to explore how to better prepare preservice teachers to conduct think alouds in their future classrooms. Data from 97 preservice teachers consisted of several sources: (a) questionnaires, (b) lesson plans, (c) lesson transcripts, and (d) written reflections. Preservice teachers made significant growth in the quantity and quality of reading comprehension strategies they incorporated. Discussion focuses on the challenges that participants encountered when thinking aloud. Finally, suggestions for supporting preservice teachers in effectively thinking aloud are provided.