An essential element in teaching children to effectively comprehend text is the use of teacher-led think alouds. This article presents a three-step model to improve the quality and quantity of think alouds in K-6 classrooms. The article follows elementary teachers who planned, implemented, transcribed, and reflected upon think aloud lessons to build student comprehension. Also included is a sample think aloud to demonstrate the three-step approach in an explicit manner.
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Ness et al. (2015) studied this question.
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