The purpose of this article is to provide teachers with examples of how to perform effective think‐alouds. Twelve think‐alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activities to assist students in developing the ability to perform think‐alouds independently, without teacher prompting. The last section of the article provides teachers with methods of assessing think‐alouds.
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Block et al. (2004) studied this question.
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