Teaching Theme Using Theory of Mind during Interactive Read Alouds

Abstract

Theory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening comprehension intervention using a ToM focused inference making questioning structure to conduct a dialogic read aloud. Using a multi-probe single-case research design, the authors engaged three less-skilled comprehenders in Grades 2 and 3 in the intervention virtually using online texts of authentic children’s literature. The findings from the pilot study indicate that situating ToM as a skill of social inference making during dialogic reading activities, combined with explicit instruction on theme identification, is an effective method by which to increase the listening comprehension of less-skilled comprehenders. Implications for research and practice are discussed.