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• W220814894 abstract "A study examined whether students were able to transfer the learning of a modeled strategy to comprehension monitoring in other learning situations. Sixty-four eighth grade students in a midwestern town were identified as average proficiency readers based on a doze test. There were no significant differences among the groups (passive, active, and fullrange modeling conditions) in reading proficiency or in ability to monitor comprehension. All students were administered a questionnaire designed to answer the transfer questions of the study. Results indicated that the majority of the students used the think-aloud strategy in other classes at school. Fewer students reported using the think-aloud strategy out of school, with no significant differences among groups for transfer of the strategy to non-school situations. Results indicated significant differences among groups for use of the strategy in school, with the active and fullrange modeling groups reporting significantly more transfer situations. These students also had a greater percentage of responses than the passive group when asked How has the think-aloud helped you? They commented on how it helped them understand what they were reading and how it helped them dea:, with confusions that arose during reading. Students from all groups explained that they learned to slow down and take time to think aloud about who': they were reading. Students in the active and fullrange modeling conditions were the only ones who made comments exemplifying their sense of self-efficacy. (One figure and three tables are included.) (MG) ********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Thinking-Aloud: An Examination Ot Its Transfer To Other Learning Situations Jeanne Ehlinger Winona State University Winona, MN 55987 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED DY eLtAiie E k1yv6e/vTO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Tht9 document has been reproduced as received from the person or organization originating it Cl Minor changes have been made to improve reproduction quality Points of view or opinions slated in this docu went do not necessarily represent official OLPI Osition or policy. A paper presented at the National Reading Conference Nov.28 Dec.2, 1989 Austin, Texas" @default.
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• W220814894 date "1989-11-01" @default.
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• W220814894 title "Thinking-Aloud: An Examination of Its Transfer To Other Learning Situations." @default.
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