Abstract
To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance. Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated. Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension. The use of data obtained during think-aloud sessions may be useful to supplement information gained from traditional measures of comprehension for children with and without language impairments.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
