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COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT

https://doi.org/10.1080/08878730.2011.580043
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Reading Comprehension Difficulties
inferredcites →https://doi.org/10.1007/bf02288722openalex-snapshot
Fundamental Factors of Comprehension in Reading
inferredcites →https://doi.org/10.1017/cbo9781139524513.007openalex-snapshot
A schema-theoretic view of basic processes in reading comprehension
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Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders.
inferredcites →https://doi.org/10.1037/0022-0663.92.3.466openalex-snapshot
Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.
inferredcites →https://doi.org/10.1080/03057268308559904openalex-snapshot
Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science
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MAKING CONNECTIONS: GROUNDING PROFESSIONAL DEVELOPMENT IN THE DEVELOPMENTAL THEORIES OF VYGOTSKY
inferredcites →https://doi.org/10.1080/08878730802055180openalex-snapshot
Language and Culture in Literacy Instruction: Where Have They Gone?
inferredcites →https://doi.org/10.1080/08878730902951445openalex-snapshot
DEGREE OF ALIGNMENT BETWEEN BEGINNING TEACHERS' PRACTICES AND BELIEFS ABOUT EFFECTIVE CLASSROOM PRACTICES
inferredcites →https://doi.org/10.1080/10862968209547453openalex-snapshot
Learning New Information from Text: The Role of Prior Knowledge and Reading Ability
inferredcites →https://doi.org/10.1111/j.1467-8624.1998.tb06247.xopenalex-snapshot
Child Development and Emergent Literacy
inferredcites →https://doi.org/10.1136/bmj.311.7013.1154openalex-snapshot
WAYS WITH WORDS
inferredcites →https://doi.org/10.1177/0022057409189001-208openalex-snapshot
Effective Practices for Developing Reading Comprehension
inferredcites →https://doi.org/10.1177/002221949703000504openalex-snapshot
What We Know About Translating Comprehension-Strategies Instruction Research Into Practice
inferredcites →https://doi.org/10.1177/0263211x990273008openalex-snapshot
Educational Leadership
inferredcites →https://doi.org/10.1207/s1532690xci0503_1openalex-snapshot
Young Readers' Inference Strategies in Reading Comprehension
inferredcites →https://doi.org/10.1207/s1532690xci2102_01openalex-snapshot
Students' Strategic Use of Multiple Sources During Expository Text Reading: A Longitudinal Think-Aloud Study
inferredcites →https://doi.org/10.14507/epaa.v8n1.2000openalex-snapshot
Teacher Quality and Student Achievement
inferredcites →https://doi.org/10.1598/0829openalex-snapshot
What Research Has to Say About Reading Instruction
inferredcites →https://doi.org/10.1598/rrq.14.4.2openalex-snapshot
What Classroom Observations Reveal About Reading Comprehension Instruction
inferredcites →https://doi.org/10.1598/rrq.44.2.1openalex-snapshot
Comprehension Strategy Instruction in Core Reading Programs
inferredcites →https://doi.org/10.1598/rt.58.2.4openalex-snapshot
The ABCs of Performing Highly Effective Think‐Alouds
inferredcites →https://doi.org/10.2307/1170288openalex-snapshot
Reading Disability Research: An Interactionist Perspective
inferredcites →https://doi.org/10.2307/329341openalex-snapshot
Verbal Protocols of Reading: The Nature of Constructively Responsive Reading
inferredcites →https://doi.org/10.2307/358808openalex-snapshot
Verbal Protocols of Reading: The Nature of Constructively Responsive Reading
inferredcites →https://doi.org/10.2307/747153openalex-snapshot
Research in Comprehension in Reading
inferredcites →https://doi.org/10.2307/747316openalex-snapshot
Monitoring and Resolving Comprehension Obstacles: An Investigation of Spontaneous Text Lookbacks among Upper-Grade Good and Poor Comprehenders
inferredcites →https://doi.org/10.3102/00028312014004367openalex-snapshot
Frameworks for Comprehending Discourse
inferredcites →https://doi.org/10.5860/choice.28-5764openalex-snapshot
Handbook of reading research
inferredcites →https://doi.org/10.5860/choice.29-5813openalex-snapshot
Children's problems in text comprehension: an experimental investigation
inferredcites →https://doi.org/10.5860/choice.39-2923openalex-snapshot
Handbook of early literacy research
inferredcites →https://doi.org/10.5860/choice.41-6666openalex-snapshot
Explaining reading: a resource for teaching concepts, skills, and strategies
inferredcites →https://doi.org/10.5860/choice.42-4768openalex-snapshot
The reading specialist: leadership for the classroom, school, and community

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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inferred← citeshttps://doi.org/10.1002/9781118784235.eelt0747openalex-snapshot
Teaching/Developing Vocabulary Using Think‐Aloud and Read‐Aloud Strategies
inferred← citeshttps://doi.org/10.1002/9781118784235.eelt0747.pub2openalex-snapshot
Teaching/Developing Vocabulary Using Think‐Aloud and Read‐Aloud Strategies
inferred← citeshttps://doi.org/10.1002/9781118784235.eelt0747.pub3openalex-snapshot
Teaching/Developing Vocabulary Using Think‐Aloud and Read‐Aloud Strategies
inferred← citeshttps://doi.org/10.1002/acp.4029openalex-snapshot
Insights into computational thinking from think‐aloud interviews: A systematic review
inferred← citeshttps://doi.org/10.1002/rrq.546openalex-snapshot
Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students
inferred← citeshttps://doi.org/10.1002/tesq.583openalex-snapshot
The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters
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inferred← citeshttps://doi.org/10.1002/trtr.1397openalex-snapshot
Improving the Quality of Think-Alouds
inferred← citeshttps://doi.org/10.1002/trtr.1666openalex-snapshot
Jottings: An Approach to Guiding Reading in the Elementary Classroom
inferred← citeshttps://doi.org/10.1002/trtr.1863openalex-snapshot
Making Sense of Modeling in Elementary Literacy Instruction
inferred← citeshttps://doi.org/10.1007/s10857-026-09768-9openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/b978-1-84334-781-1.50028-1openalex-snapshot
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When Do Comprehender Groups Differ? A Moment-by-Moment Analysis of Think-Aloud Protocols of Good and Poor Comprehenders
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The Think-Aloud Observation Protocol: Developing a Literacy Instruction Tool for Teacher Reflection and Growth
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