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The effect of the think aloud strategy on fourth-grade primary school students' reading comprehension and summarization skills

Selinay Özenç , Süleyman Erkam Sulak

Abstract

This study aims to examine the effect of the think-aloud strategy on fourth-grade primary school students’ reading comprehension and summarization skills. The study was conducted using a quasi-experimental design with a pretest–posttest control group, based on quantitative research methods. The study group consisted of 49 students attending a public school in the province of Ordu. A ten-week instructional process based on the think-aloud strategy was implemented with the experimental group. Students in the control group, on the other hand, continued their lessons in accordance with the current curriculum of the Ministry of National Education. In the data collection process, two tests consisting of multiple-choice and open-ended questions were used to assess reading comprehension, and an evaluation form for informational texts was used to assess summarization skills. The data were analyzed using parametric statistical methods. The findings revealed that students who received instruction through the think-aloud strategy showed a significant improvement in both reading comprehension and summarization skills. In contrast, no statistically significant change was observed in these skills in the control group. The results indicate that the think-aloud strategy can be an effective tool in enabling students to interact with the text, construct meaning, and develop cognitive awareness. In this respect, the study contributes to the consideration of the think-aloud strategy as an effective approach that can be used in teaching reading comprehension at the primary school level.

Keywords: Reading Comprehension Reading comprehension Think-aloud Summarization

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The effect of the think aloud strategy on fourth-grade primary school students' reading comprehension and summarization skills

Abstract

References

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