Think-Aloud Strategy and Reading Comprehension

Abstract

The objective of this research project was to examine the effects of the think-aloud strategy on the development of reading comprehension. To achieve this, a pre-experimental design was used, involving thirty-five third-grade BGU students from the Unidad Educativa Primero de Abril. This research employed pre- and post-tests based on the reading section, parts 1, 2, and 3 of the PET exam, specifically at the B1 English level. These tools were used to assess three levels of reading comprehension (literal, inferential, and critical). For the interventions, activities were planned before, during, and after reading. Employing a quantitative approach, the study analyzed and interpreted the data using the Statistical Package for Social Sciences (SPSS). Based on the numerical results, the alternative hypothesis was accepted because the population mean increased from 4,02 to 5,18, with a difference of 1,16. Consequently, it was confirmed that using reading techniques within the think-aloud strategy, such as summarizing and relating possible matches between passages aloud, moderately developed literal comprehension. This means that participants became competent in understanding the meaning of words and complete sentences. In addition, relating the text to previous experiences and reflecting on confusing ideas slightly improved critical comprehension, which involves judging the author's opinions in written material. Lastly, making predictions and inferring information caused minimal progress in inferential comprehension. Although learners improved their ability to identify specific information in a text, higher-order thinking skills, such as inference and critical evaluation, require reinforcement through group discussion and guiding questions.