A Combined Read-Aloud Think-Aloud Strategy Improves Student Learning Experiences in College-Level Biology Courses

Autor/inn/en	Pergams, Oliver R. W.; Jake-Matthews, Charmaine E.; Mohanty, Liza M.
Titel	A Combined Read-Aloud Think-Aloud Strategy Improves Student Learning Experiences in College-Level Biology Courses
Quelle	In: Journal of College Science Teaching, 47 (2018) 5, S.10-15 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Protocol Analysis; Reading Aloud to Others; Learning Experience; College Science; Biology; Science Instruction; Community Colleges; Two Year College Students; Oral Reading; Teaching Methods; Student Surveys; Reading Comprehension; Likert Scales; Student Attitudes; Scaffolding (Teaching Technique); Illinois (Chicago) + Suchen Sie Ihr Suchwort? Lernerfahrung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community college; Community College; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Leseverstehen; Likert-Skala; Schülerverhalten
Abstract	Reading aloud (RA) is a learning strategy commonly used to help younger students develop language comprehension skills and in adult literacy and language courses to help students master the pronunciation of words, grammar, and intonation. However, we know of no studies to date that investigate the possible benefits of RA at the college or university level. We propose that "reading aloud" (RA) immediately followed by "thinking aloud" (TA) during class can help college students enhance their reading abilities and cultivate their analytical thinking skills. This study explores the impact of a "read aloud-think aloud" (RA-TA) strategy in college-level biology courses. Students in 3 sections of 2 courses were asked about their experiences with RA via an end-of-semester survey. When pooled (N = 34 students), responses to all 5 survey questions significantly supported RA-TA. The responses to 4 survey questions very significantly supported the use of RA-TA: Students read the text more, understood it better, found the instructor's help useful, and in general learned to read difficult texts with greater comprehension. Results suggest that a RA-TA approach has the potential to greatly enhance student learning at the college level and provides a promising area for future research. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01