what is think aloud in education

Think-Alouds

Effective teachers think out loud on a regular basis

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Think-alouds are a strategy in which students verbalize their thoughts while reading or answering questions. By saying what they're thinking, students can externalize and process their thoughts.

Effective teachers think out loud regularly to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, problem solving, and other cognitively demanding tasks.

Why Use Think-Alouds?

Key takeaways:

• The think-aloud strategy is used to model comprehension processes such as making predictions, creating images, and linking information to prior knowledge.
• Teachers model expert problem-solving by verbalizing their thought processes, aiding students in developing their own problem-solving skills, and fostering independent learning.
• Teachers can assess students' strengths and weaknesses by listening to their verbalized thoughts.
• Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.
• Research has demonstrated that the think-aloud strategy is effective for fostering comprehension skills from an early age.

Summary of the research

Think-alouds, where teachers vocalize their problem-solving process, serve as a model for students to develop their inner dialogue, a critical tool in problem-solving (Tinzmann et al. 1990). This interactive approach fosters reflective, metacognitive, independent learning. It helps students understand that learning requires effort and often involves difficulty, assuring them they are not alone in navigating problem-solving processes (Tinzmann et al. 1990).

Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with  prior knowledge , monitoring comprehension, and overcoming problems with word recognition or comprehension (Gunning 1996).

By listening in as students think aloud, teachers can diagnose students' strengths and weaknesses. "When teachers use assessment techniques such as observations, conversations and interviews with students, or interactive journals, students are likely to learn through the process of articulating their ideas and answering the teacher's questions" (National Council of Teachers of Mathematics 2000).

Research into the impact of using the think-aloud strategy to enhance reading comprehension of science concepts found that implementing think-alouds as a during-reading activity significantly improved the comprehension of science concepts in Kindergarten students (Ortleib & Norris, 2012). This finding underscores the effectiveness of the think-aloud strategy in fostering comprehension skills from an early age.

How To Use Think-Alouds

Think-alouds are versatile teaching tools that can be applied in various ways. For instance, in math, teachers can model the strategy by vocalizing their problem-solving process as they work through a problem. In reading, the think-aloud strategy enhances comprehension by allowing students to actively engage with the text, verbalizing their thought processes, questions, and connections.

Another approach is the use of reciprocal think-alouds, which fosters collaboration and helps students understand different ways of thinking. Think-alouds can also be used as an assessment tool to pinpoint individual student needs, shaping instruction to better suit each learner.

Think-alouds can be used in a number of ways across different subject areas, including:

• Reading/English: The think-aloud process can be used during all stages of reading, from accessing prior knowledge and making predictions to understanding text structure and supporting opinions.
• Writing: Think-alouds can be used to model the writing process, including pre-writing strategies, drafting, revision, and editing.
• Math: Use think-alouds to model the use of new math processes or strategies, and assess student understanding.
• Social Studies: During discussions on complex topics, have students use think-alouds to explain their reasoning and opinions.
• Science: Think-alouds can be used to model the scientific inquiry process, and students can reflect on this process in their journals or learning logs.

Modeling Thinking-Alouds

Modeling think-alouds is a method where a teacher vocalizes their problem-solving process, serving as a guide for students. This strategy allows learners to see the internal mechanisms of problem-solving, demonstrating that learning is an active process. It helps students develop their metacognitive skills, promoting independent learning.

What does this look like in the classroom?

Before proceeding with the actual think-aloud, first, explain the concept and its significance. For instance, "Today, we're going to use the think-aloud strategy as we work through this problem. The think-aloud strategy helps us to vocalize our inner thoughts and reasoning as we solve a problem. It's a useful tool because it allows us to better understand our own thought processes and identify areas where we might be struggling."

Modeling the Think-Aloud Strategy for Math

The think-aloud strategy is instrumental in developing problem-solving skills as it promotes metacognition, enabling students to understand and evaluate their thought processes while tackling a problem.

For example, suppose during math class you'd like students to estimate the number of pencils in a school. Introduce the strategy by saying, "The strategy I am going to use today is estimation. We use it to . . . It is useful because . . . When we estimate, we . . ."

Next say, "I am going to think aloud as I estimate the number of pencils in our school. I want you to listen and jot down my ideas and actions." Then, think aloud as you perform the task.

Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's see. There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen, right? Okay, I'm going to assume that 15 is average. So, if there are 12 classes with 15 students in each class, that makes, let's see, if it were 10 classes it would be 150 because 10 times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to 150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180 because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with pencils."

Continue in this way.

Modeling the Think-Aloud Strategy for Reading

The think-aloud strategy enhances reading comprehension by promoting metacognitive understanding of the reading process. It allows students to actively engage with the text, verbalizing their thought processes, questions, and connections, which leads to deeper understanding and retention of material.

When reading aloud, you can stop from time to time and orally complete sentences like these:

• So far, I've learned...
• This made me think of...
• That didn't make sense.
• I think ___ will happen next.
• I reread that part because...
• I was confused by...
• I think the most important part was...
• That is interesting because...
• I wonder why...
• I just thought of...

More Ways to Model Think-Alouds

Another option is to video the part of a lesson that models thinking aloud. Students can watch the video and figure out what the teacher did and why. Stop the video periodically to discuss what they notice, what strategies were tried, and why, and whether they worked. As students discuss the process, jot down any important observations.

Once students are familiar with the strategy, include them in a think-aloud process. For example:

Teacher: "For science class, we need to figure out how much snow is going to fall this year. How can we do that?"

Student: "We could estimate."

Teacher: "That sounds like it might work. How do we start? What do we do next? How do we know if our estimate is close? How do we check it?"

In schools where teachers work collaboratively in grade-level teams or learning communities, teachers can plan and rehearse using the think-aloud strategy with a partner before introducing it to students. It is often more effective when the whole school focuses on the same strategy and approaches to integrate it into learning.

Reciprocal Think-Alouds

In reciprocal think-alouds, students are paired with a partner. Students take turns thinking aloud as they read a difficult text, form a  hypothesis in science , or compare opposing points of view in  social studies . While the first student thinks aloud, the second student listens and records what the first student says. Then students change roles so each partner can think aloud and observe the process. Next, students reflect on the process together, sharing what they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they refer back to.

Think-Alouds as an Assessment Tool

After students are comfortable with the think-aloud process you can use it as an assessment tool. As students think out loud through a problem-solving process, such as reflecting on the steps used to solve a problem in math, write what they say. This allows you to observe the strategies students use. Analyzing the results will allow to pinpoint the individual student's needs and provide appropriate instruction.

Assign a task, such as solving a specific problem or reading a passage of text. Introduce the task to students by saying, "I want you to think aloud as you complete the task: say everything that is going on in your mind." As students complete the task, listen carefully and write down what students say. It may be helpful to use a tape recorder. If students forget to think aloud, ask open-ended questions: "What are you thinking now?" and "Why do you think that?"

After the think-alouds, informally interview students to clarify any confusion that might have arisen during the think-aloud. For example, "When you were thinking aloud, you said . . . Can you explain what you meant?"

Lastly, use a  rubric  as an aid to analyze each student's think-aloud, and use the results to shape instruction.

For state-mandated tests, determine if students need to think aloud during the actual testing situation. When people are asked to solve difficult problems or to perform difficult tasks, inner speech goes external (Tinzmann et al. 1990). When faced with a problem-solving situation, some students need to think aloud. For these students, if the state testing protocol permits it, arrange for testing situations that allow students to use think-alouds. This will give a more complete picture of what these students can do as independent learners.

See the research that supports this strategy

Tinzmann, M B. et. al. (1996) What Is the Collaborative Classroom? Journal: NCREL. Oak Brook.

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Chapter 6, 192-236.

The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc .

Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

Ortlieb, E., & Norris, M. (2012). Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts. Current Issues in Education , 15 (1)

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Building Reading Comprehension Through Think-Alouds

• Resources & Preparation
• Instructional Plan
• Related Resources

Studies have shown that the think-aloud strategy improves reading comprehension on tests. Through this lesson, the teacher will model the think-aloud strategy for students. Components of think-alouds will be introduced, as well as type of text interactions. Students will develop the ability to use think-alouds to aid in reading comprehension tasks.

From Theory to Practice

• The intent behind the think-aloud lessons was to help students develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding.
• Think-alouds require a reader to stop periodically, reflect on how a text is being processed and understood, and relate orally what reading strategies are being employed.
• The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text.
• This metacognitive awareness (being able to think about one's own thinking) is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust their strategies for greater success.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Chart paper
• Computer with Internet access
• Selection of poems to use during modeling and class activities
• Think-Aloud Interactive
• Think-Aloud Rubric

Preparation

Student objectives.

Students will

• Explore the use of the think-aloud strategy
• Vocalize interactions with texts
• Discuss connections between texts and previously acquired knowledge
• Use various types of responses to interact with texts
• Assess personal level of comprehension

Initiation — Present the term "think-aloud" to your students. Have them brainstorm what they think it might mean. Ask students to report how it might be applied to reading. Modeling — Model a think-aloud by presenting a poem on the overhead. As you read each line out loud to the students, stop and vocalize "thinking aloud" about the poem. Example — This is a think-aloud for the poem "Dream Variation" by Langston Hughes.

To fling my arms wide In some place of the sun, To whirl and to dance Till the white day is done.

[ I’m picturing a young girl with bare feet and a summer dress twirling in her front yard with her arms outstretched. ]

Then rest at cool evening Beneath a tall tree

[ I'm picturing a large willow tree and sitting underneath it. Fireflies are blinking among the branches. ]

While night comes on gently, Dark like me—

[ I'm now going back to my original picture of the young girl and can add more detail to the image in my mind. I'm also thinking about the words "white day" and how they contrast with the words "night" and "dark." ]

That is my dream!

[ I think about how children's lives are so filled with dreams. This young girl seems to be free spirited and probably has many dreams. ]

To fling my arms wide In the face of the sun, Dance! Whirl! Whirl!

[ I once again see the image of the young girl twirling in her yard and how free she is...like she is flying. ]

Till the quick day is done. Rest at pale evening...

[ Hmmm...This poem includes several words that relate to color--white, dark, and pale. I wonder if the poet is trying to make a point about color. ]

A tall, slim tree... Night coming tenderly Black like me.

[ There is another color word--black. I think the poet has some kind of hidden meaning here but I'm not sure what it is. The poem seems to portray freedom. Maybe the title "Dream Variation" helps make this point. Is this poem about slavery and the only way to be free is in a dream? I think that I might want to look up some information about the author and the date that this poem was published. That might help me to understand it better. ] Model with student interactions — Model a second poem and ask for students to volunteer what they are thinking after each line or stanza. Record their responses on the transparency. Brainstorming — Ask students to recognize different types of responses from the two models of think-alouds. List these responses on chart paper. Responses can include but are not limited to the following:

• Imagery/visual responses
• Making connections to personal experiences
• Making connections to other texts
• Predictions
• Stating understanding or confusion

Discuss how all of these responses can help students better understand/comprehend what they are reading.

Preparation — Type the list of think-aloud responses from Day 1 and distribute to each student at the beginning of class. Small group — Put students into groups of three or four. Distribute copies of a poem that is unfamiliar to each group. Direct students to read the poem and use the think-aloud strategy that was presented. Each group should record the types of responses that were used. Whole group — Have each group report the types of responses that were used. Record these on the chart paper from the previous lesson by placing tally marks next to the strategy. Make comparisons of what responses are used most commonly within the classroom. Computer lab — Have students use the Think-Aloud Interactive to practice using the think-aloud strategy presented. Follow-up activity — Discuss the types of responses that are used most often. Ask students what they could do to increase comprehension of a particular text. Explain how students can use the think-aloud technique to assess their comprehension of a text. Ask students what responses they could use to help them read their content area textbooks versus fictional literature.

Provide students with different types of texts to further explore and practice using think-alouds. Suggestions include short stories (fiction or nonfiction) and excerpts from content area texts. Students can work in either small groups or independently to read the selected text using the think-aloud strategy.

Student Assessment / Reflections

• Observe students' uses of think-aloud strategy.
• Review students' work on the Think-Aloud Interactive . Use the Think-Aloud Rubric to assess students' abilities to use various think-aloud responses to assist with comprehension.
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• Lesson Plans

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The Think-Aloud Strategy: An Oldie But Goodie

Sometimes you need to be really far away to get perspective and be reminded of what you already know. As I write this, the eight thousand miles between myself and the schools I work in are illuminating the inside out, backward, and upside down nature of our education system. I'm am talking about the spliced into 55-minute periods, standardized testing, and the disconnection from authentic application and what makes life meaningful. I know, not all schools in the US are like this, but too many are.

I'm in Bali and for the last two weeks have been observing how Balinese children learn music, dance, and other arts. I've never been to a place where the arts were more integrated into daily life. In Ubud, the "cultural center of Bali," it's hard to walk down a street or spend a day without hearing or seeing some kind of artistic expression.

Much of this is connected to religious practices and takes place at the many temples on the island. This I expected. What surprises me is how children throw themselves onto every stage, into the laps of musicians, into the workshops of the carvers and painters and weavers. But perhaps "throws" is the wrong word -- I start to notice that they are pulled onto stages and laps and workshops.

Real-World Application

Early in our trip we wanted to learn something about Balinese gamelan and signed up for a day-long course. Our instructors spoke very little English. They taught by demonstrating, and motioning to us to copy them, and then by holding our hands and moving the hammer-like gavels over the xylophone. We didn't need much language and without it, I paid closer attention to the rhythms, the beats, and the sequences of notes.

Throughout our class other Balinese played along, helping to create the beautiful sounds of a Gamelan ensemble. Amongst these players was a boy of three or four who wandered up and plunked himself down first at an instrument that was full of symbols and then at a small, gong. He played, and then danced, and then pulled out a flute, played that, and then sat next to my son and tried to teach him percussive rhythms.

I wondered whose child he was as he moved from lap to lap, each Balinese adult laughing with him, encouraging him, clapping for him after he danced, and giving him instruction on his music as well.

I was captivated watching this little boy and my own son who was learning by doing -- and for a purpose and authentic application. I want this kind of learning to be a daily reality for the students in the schools where I work.

In the Classroom

Let me take a big leap now into what this reflection might mean for those who are still working within the 55-minute period. While this is far from what I envision schools to be, I know we can start taking steps towards integrating this concept, starting with a strategy as simple as the "think-aloud."

When I first started teaching English Language Arts to middle school students, a wise mentor encouraged me to share my writing practice with my students. "ELA teachers must be readers and writers themselves," she said, "so that they can make their process transparent to their students." She explained how to use the strategy think-aloud as students wrote first drafts.

I began to do them regularly in class as a way to determine a focus for my writing, how I revised it, and how I organized my thoughts. I did the same for reading, narrating the metacognitive processes I used to make sense of texts. I was surprised by how captivated my students were with these mini-lessons; those of us who teach middle-schoolers know that it's hard to captivate this audience! Then I saw the evidence show up in their writing; when we had a conference about a piece they were working on, they'd narrate their thoughts and use phrases I'd used, such as, "here, I want my audience to feel... ."

Why It Works

Now I recognize this strategy as one that parallels what I have been seeing in Bali. It's the old apprentice model, of course, but it can be adapted to our educational context today. This strategy can be applied to any content. It's about making our thinking transparent for kids, the steps we take to figure something out, and the ways in which our actions flow from this thinking. In this way, we are modeling what children need to do, not just telling them what to do.

Using a think-aloud strategy in all content areas, for all ages, is one step towards recovering an apprenticeship style of learning, something that has a legacy of great success and efficacy. Have you used a think-aloud lately? Please share with us in the comment section below.

Responding to Student Understanding Guide: Secondary Math

• Decision Tree
• Diagnosing Misconceptions
• Think Aloud

What is it?

How to do it, considerations, recommended resources.

• Select, Sequence & Connect
• Select & Connect (i.e., Show Call)
• Multiple Methods & Representations
• Model the Process
• Push Students to Justify and Summarize & Continue Instruction
• Modeling with Self-Monitoring and Cues

A Think Aloud is an oft-cited method for use in a wide variety of teaching scenarios, and, when executed well, is a great go-to for adjusting instruction (as well as addressing unfinished teaching in future lessons). Think Aloud's are effective only if they make transparent the cognition required to effectively address misconceptions. This means voicing what you are thinking aloud, to yourself, for students to observe. Students also must have a specific question in mind when observing to focus what they see and hear on the error and false beliefs.

There are infinite ways to execute a Think Aloud for any given scenario, yet they are all structured to set students to focus on teachers’ modeled cognition.  In an effective think aloud teachers:

Model the thinking process orally and in writing

Ask questions at strategic moments to leverage students’ prior knowledge in the process

Use economy of language to present the ideas with as few words as possible

Ask a question(s) to check for understanding and stamp key ideas before moving on

Below is that structure and an example script a teacher may use that incorporates the characteristics above.  Note, this Think Aloud happens in-the-moment and, to isolate a misconception, the teacher sets a focus on one question that will be discussed after the thinking is fully modeled.

Implementing a Think Aloud in the moment, as opposed to pre-planned, requires you to determine:

If students must observe cognition of a concept, a process or an application to clarify the misconception;

Which Standard(s) of Mathematical Practice to model;

The length of the thought process, which should be short enough for students to apply right away as you release responsibility once again;

The Depth of Understanding students require to clarify the misconception and to attain the learning goal.

• Get Better Faster: A 90-day plan for developing new teachers By: P. Bambrick-Santoyo, (2016)
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• Last Updated: Feb 8, 2024 4:08 PM
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Using the Think Aloud Process in Five Easy Steps

How Does the Think Aloud Process Work?

I think I've done a version of this with my students, but never given it a name. (Thank you!) I also am going to start marking where I should model ahead of time. I teach high school, and typically do this with struggling readers. I wonder if older students would appreciate some of this? Do you think fabulous, older readers would be bored?

Lauralee-I am sorry to be so slow to reply to you. I think this process can be used with all types to text, so perhaps starting with a simple text that you can use to quickly model/introduce the idea with all students seeing exactly how it works. For guided practice, step up the level of the text and provide question stems for the students to use with a partner or in small groups. For this part, I would have the students record their observations and text evidence. You may use a blank column notes page for follow up books or a response journal that you can collect and comment on. Hope this response is helpful. I have not taught at the HS setting, but my oldest is in his second year of college, so I'm talking from that point of view (and from my background in reading).

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1. identify juicy stopping points, 2. determine where and when to think aloud, 3. write scripts on sticky notes, go below the surface.

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TIES TIPS Foundations of Inclusion

Tip #21: how to support students with significant cognitive disabilities during think-alouds.

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Introduction

Reading is a complex process that requires students to not only read individual words, but also comprehend or determine meaning and understanding from what is being shared on the page. Teachers can support students’ development of comprehension through the use of think-alouds.   The think-aloud strategy prompts readers to verbally share their thoughts and reflect on their thinking as they read, solve math problems, or respond to content-based questions (Baumann et al., 1983; Davey, 1983). This process allows teachers and students to explain the strategies they are using to better understand the text. In this TIP, we discuss how to engage students with significant cognitive disabilities in think-alouds in the inclusive classroom.

Thinking aloud is an effective way to support students’ use of academic vocabulary and engage students in the learning process (Teacher Vision, 2014). The purpose of the think-aloud strategy is to provide students with a model for how skilled readers use different types of strategies to address challenges they may experience when reading (Reading Rockets, 2014). In the classroom, this strategy can be used across subject areas and in a variety of ways. For example, teachers may use the think-aloud strategy to teach students how to connect what they already know about a topic to a text before reading it. This strategy may also be used when students are solving multi-step math problems, evaluating the outcomes of a science experiment, considering the context of a historical event, or even self-monitoring their own understanding of a difficult text (Teacher Vision, 2014.).

When modeling a think-aloud, teachers are demonstrating comprehension strategies such as how to (a) access prior knowledge, (b) generate predictions, (c) create mental images, (d) develop inferences, (e) effectively problem solve, (f) overcome challenges associated with word recognition and comprehension, and (h) self-monitor comprehension (Teacher Vision, n.d.). Once students are familiar with the strategy, the teacher may then ask them to actively take part in the think-aloud process. 

Steps to conducting a think-aloud:

• Teacher begins by modeling the strategy and interacting with content (e.g., text, math problem, science experiment), specifically at points that may be difficult for students to understand.
• Demonstrate how to verbalize thoughts using sentence starters related to your own understanding of the content and/or experiences during the reading process.
• Provide students with structured opportunities to practice the strategy and provide specific feedback.
• Once students have demonstrated proficiency, allow students to participate in reciprocal think-alouds, where students are paired together and take turns thinking aloud as they read from a difficult text or interact with other content.

Implementation

Figure 1 describes the process for a think-aloud. Think-alouds can happen at different points in the learning process. Sometimes teachers will plan a think-aloud to better understand what an individual student is thinking, while other times the activity may require students to work collaboratively with peers to help confirm and/or expand student understanding. Figure 2 provides examples of possible questions and sentence stems that may be asked or used during a think-aloud, whereas Figure 3 is an image of an anchor chart that includes think-aloud prompts for use within common reading strategies.

Figure 1. Think-aloud task analysis

Figure 2. Example think-aloud questions and sentence stems

Figure 3. Think-aloud reading anchor chart

Teachers can maximize their use of the think-aloud strategy by intentionally planning for these opportunities within their lesson plans. The think-aloud strategy can be most effective when teachers consider the following:

• Have I communicated the purpose of the think-aloud strategy before asking students to verbalize their thinking? Have I communicated it in multiple ways so that my students understand?
• Have I presented students with a set of questions or sentence starters that can be used to support students’ thinking?
• Have I provided support for students to communicate during the think-aloud?
• What information or keywords am I looking for to confirm students’ understanding? Have I provided scaffolds so that students are able to use the information or words?
• What will my response be if students continue to experience difficulty or if their understanding is still unclear? How could I build scaffolds and supports into this activity for students to use to help them confirm their understanding? How can I build a consistent pathway using scaffolds and supports so that students can generalize this across different types of think-alouds?

By examining these questions prior to delivering the lesson, general and special education teachers can determine an efficient response based on student need and effectively determine how to make this strategy accessible to all students. To make sure all students are able to participate in the think-aloud strategy, general and special education teachers must determine individual student needs (i.e., expressive and receptive communication skills, background knowledge). For example, participation in think-alouds can be made more accessible for students who have varying language-related skills by making use of pictures and symbols students can point to and programming AAC devices to include content-related words and question stems students can use to help formulate part of their responses. 

Below is an example demonstrating how general education and special education can work collaboratively to provide think-aloud opportunities for all students, including those with a significant cognitive disability. Together, these teachers used the Universal Design for Learning (UDL) framework (Meyer et al., 2014) to consider potential barriers and identify possible solutions to create access points in this activity for all students.

Abigail is a fourth grade student with multiple disabilities who spends a majority of her instructional day in an inclusive classroom with intermittent support from special education personnel (special education teacher, paraprofessional, speech language pathologist, occupational therapist). Special education personnel co-plan regularly with Mr. Carter, Abigail’s teacher, and actively models effective strategies for Mr. Carter and Abigail’s peers to use to support her in fully participating in classroom instruction and routines. Abigail enjoys listening to music and playing with her friends. Abigail is able to type her name, verbally communicate using one or two word utterances, and benefits most from receiving some level of instructional support (e.g., picture supported text with fringe vocabulary) when actively participating in classroom activities. 

Mr. Carter has been exploring ways to promote more active student engagement during his content lessons. He would really like to facilitate more opportunities for students to make their thinking visible. One way he has found to do this is by embedding think-alouds throughout his lessons. Prior to using this strategy, Mr. Carter set up a meeting with Ms. Saldido, the school’s special education teacher, to discuss ways they can ensure this activity is accessible for all students, including Abigail. (See the 5-15-45 discussion tool for questions to guide collaborative conversations for how to identify and remove barriers.) Together, Mr. Carter and Ms. Saldido identified that the think-aloud strategy requires extensive expressive communication skills which presents a barrier for Abigail. To find a solution, the teachers identify key vocabulary words related to upcoming lessons in each content area and discussed ways in which Mr. Carter could use principles of UDL to meaningfully structure and support think-aloud opportunities that were inclusive of all students, including Abigail. See Table 1 for ideas for supporting think-alouds across the curriculum.

Engaging students in the learning process by using strategies such as thinking aloud is an effective way to enhance students’ use of content-based vocabulary and to formatively identify strengths and weaknesses in students’ understanding. Participation in strategies such as think-alouds should not be based on the development of a students’ use of oral language. Rather, by purposefully planning to include the think-aloud strategy within content-based lessons, general education and special education teachers and staff can work collaboratively to create authentic participation opportunities for all students, including students with significant cognitive disabilities.

Baumann, J. F., Jones, L. A., & Seifert-Kessell, N. (1993). Using thinking alouds to enhance children’s comprehension monitoring abilities. The Reading Teacher , 47 (3), 184–193. Retrieved from https://www.jstor.org/stable/20201231

Davey, B. (1983). Think aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading , 27 (1), 44–47. Retrieved from https://www.jstor.org/stable/40029295

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice . CAST Professional Publishing.

Reading Rockets. (2014). Think-alouds . Retrieved from http://www.readingrockets.org/strategies/think_alouds

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TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina – Charlotte, and University of North Carolina – Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

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Think Aloud

Think-alouds are strategies that educators employ to help students monitor their thinking while reading. As a result, students improve their comprehension, confidence, and reading abilities. In essence, this practice encourages pupils to derive meaning from a text by using context clues and thinking out loud. With this strategy, the reading process is slowed, giving students the opportunity to delve deeper into their interpretations. 

The overall purpose of the think-aloud method is to motivate pupils to ask questions as they read. With the proper techniques, kids should be asking themselves what they learned, what the significance of the topic was, and how the information gleaned can apply to their life. Think-aloud strategies give students permission to provide more insight into their thoughts and ideas. Permitting this level of creativity bodes well for active, engaged, and enthusiastic learning. For optimal results, this model works best when performed in small groups or individually.

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Using text mining and machine learning to predict reasoning activities from think-aloud transcripts in computer assisted learning

• Published: 04 June 2024

Cite this article

• Shan Li   ORCID: orcid.org/0000-0001-6001-1586 1 ,
• Xiaoshan Huang 2 ,
• Tingting Wang 2 ,
• Juan Zheng 3 &
• Susanne P. Lajoie 2  

2 Altmetric

Coding think-aloud transcripts is time-consuming and labor-intensive. In this study, we examined the feasibility of predicting students’ reasoning activities based on their think-aloud transcripts by leveraging the affordances of text mining and machine learning techniques. We collected the think-aloud data of 34 medical students as they diagnosed virtual patients in an intelligent tutoring system. The think-aloud data were transcribed and segmented into 2,792 meaningful units. We used a text mining tool to analyze the linguistic features of think-aloud segments. Meanwhile, we manually coded the think-aloud segments using a medical reasoning coding scheme. We then trained eight types of supervised machine learning algorithms to predict reasoning activities based on the linguistic features of students’ think-aloud transcripts. We further investigated if the performance of prediction models differed between high and low performers. The results suggested that students’ reasoning activities could be predicted relatively accurately by the linguistic features of their think-aloud transcripts. Moreover, training the predictive models using the data instances of either high or low performers did not lower the models’ performance. This study has significant methodological and practical implications regarding the automatic analysis of think-aloud protocols and real-time assessment of students’ reasoning activities.

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This work is supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) under grant numbers 895-2011-1006 and 950-231835. Any opinions, findings, and conclusions or recommendations expressed in this paper, however, are those of the authors and do not necessarily reflect the views of the SSHRC.

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Li, S., Huang, X., Wang, T. et al. Using text mining and machine learning to predict reasoning activities from think-aloud transcripts in computer assisted learning. J Comput High Educ (2024). https://doi.org/10.1007/s12528-024-09404-6

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Watch CBS News

How Trump's conviction could change the dynamics of the 2024 race

By Olivia Rinaldi , Jacob Rosen , Katrina Kaufman

Updated on: May 31, 2024 / 11:57 AM EDT / CBS News

Former President Donald Trump has been found guilty of 34 felony counts of falsifying business records in his Manhattan criminal trial, adding another layer of uncertainty to an already unprecedented campaign.

As a c onvicted felon , Trump is not prevented from continuing to campaign for president , since the Constitution does not prohibit candidates from running for president even if they are convicted of a crime. In fact, there is precedent for a candidate running from behind bars: In 1920, Socialist Party candidate Eugene V. Debs ran for president from a federal penitentiary in Atlanta.

Trump is the first former U.S. president to be found guilty of felonies, and the first major party candidate to run for office after being found guilty of a crime. Here's how his conviction could change the 2024 campaign:

How Trump can campaign after his conviction

Now that he's convicted, Trump is all but certain to appeal the decision handed down by the jury, and he is likely to be able to return to the campaign trail as the process plays out. 

The next development in the case will come at sentencing, currently scheduled for July 11. Justice Juan Merchan has wide discretion over when sentencing occurs and what the punishment looks like. Trump faces a maximum of up to four years in prison and a $5,000 fine for each of the 34 felony charges of falsification of business records. The sentencing options available to Merchan include prison, probation, conditional discharge, fines or house arrest.

The judge could put limitations on his travel, such as restricting Trump from leaving the state and taking his passport, but Merchan has said he doesn't want to interfere with his ability to campaign.

"I would think that the judge wouldn't dare interfere with his right to speak to the American public because it's the right of the voters to be informed as well," said John Coffee, a professor at Columbia Law School and an expert on corporate governance and white collar crime.

In a recent survey of dozens of cases brought by Manhattan District Attorney's Office in which falsifying business records was the most serious charge at arraignment, attorney and author Norm Eisen found that roughly one in 10 of those cases resulted in a sentence of incarceration.

"I think that is fascinating," said Caroline Polisi, a criminal defense attorney and professor at Columbia Law School. "A lot of commentators say the reason he won't be incarcerated is because the logistics of it with respect to the Secret Service would be too much. On the other hand, if you're saying he should be treated like any other defendant, we have a lot of data saying that 90% of other defendants would not get jail time in this situation."

The impact of the conviction on Trump's ability to campaign could largely hinge on what sentence Merchan ultimately hands down, and when Trump would serve it.

"In the context in which he is found guilty and then sentenced to no jail time, I don't think it's going to cause a bit of difference," added Polisi. "There might be some minor issues. He might not be able to vote for himself. But other than that, I don't think it's going to cause any problems."

When determining Trump's sentence, the judge could take into account his numerous gag order violations — which led Merchan to threaten him with jail time if the violations continued — and his lack of demonstrated remorse or respect for the legal system. Throughout the trial, Trump referred to Merchan as "conflicted" and "corrupt" and to the case itself as a "sham." 

"In New York, a 78-year-old defendant, who's a first time offender, committed a non-violent offense, and has an otherwise, well, distinguished record — in some regards being an ex-president is distinguished. In that kind of world, there'd be no chance of an incarceration sentence," said Coffee. Trump turns 78 on June 14. "They can use probation, they can use fines. But there may be a view of many judges that you have to show that no one's above the law, and even the future president should have a taste of prison."

Even if Merchan does order Trump to serve time behind bars, the sentence could be deferred until his appeal has run its course.

"In other cases, when you don't have someone running for the White House, it would be more or acceptable to put him immediately into incarceration," said Coffee. "You certainly could put special conditions on what he could do or put him under house arrest, but I think until we get to the actual election, we're going to have to let Donald Trump run around and campaign."

The conviction's possible impact on Trump's poll numbers and support

Trump has predicted that a conviction in this trial could boost his poll numbers. 

"Even if convicted, I think that it has absolutely no impact. It may drive the numbers up, but we don't want that. We want to have a fair verdict," Trump told CBS Pittsburgh in an interview earlier this month.

Trump's support among his Republican base has been remarkably resilient in the face of his various criminal cases. In the months following his four indictments last year, Trump maintained his commanding lead in the Republican primary, capturing the nomination despite the dozens of criminal charges he faced.

Many Trump supporters who CBS News has interviewed since the trial began have said a guilty conviction will not change how they vote in November, adopting the former president's grievances as their own.

"Stormy Daniels has already been reviewed and stuff. It's kind of coincidental," Michigan resident Lori Beyer said at a recent rally in Freeland, Michigan, adding she would vote for Trump regardless of the conviction. "I don't think it's going to impact it, as far as I'm concerned."

Whether a conviction changes the minds of voters who are not committed to the former president remains to be seen. A recent CBS News poll found that the majority of Americans believed Trump is "definitely or probably" guilty of the charges he faced in New York. The overwhelming majority of Democrats — 93% — believed Trump was guilty, while 78% Republicans said he was not. Independents were split, with 53% believing he was guilty and 47% saying he wasn't. 

Opinions about whether Trump was guilty or not were already highly partisan, according to Kabir Khanna, deputy director of elections and data analytics for CBS News. Most people who believed Trump was guilty also thought the jury would convict him, and vice versa. 

Additionally, Khanna said people who followed the trial closely were the most polarized in their views.

"Together, these factors could blunt the impact of the verdict on the views of an already divided public," Khanna said. "Some voters may be swayed by the news, but I wouldn't expect a sea change." 

Other polling supports that notion. A NPR/PBS NewsHour/Marist survey released Thursday found that 67% of registered voters nationwide said a Trump conviction would not make a difference in how they vote. Among independents, just 11% said a guilty verdict would make them less likely to vote for Trump.

The conviction also gives the Biden campaign a potentially potent new weapon in their arsenal: the ability to label Trump a convicted felon. Mr. Biden remained largely silent about the Trump trial while it was ongoing, but NBC News reported last week that he planned to become more aggressive about Trump's legal woes after the trial concluded, while acknowledging that Trump would be on the ballot regardless of how his legal cases played out.

Trump has used the trial to help boost his fundraising, and will likely look to capitalize on the conviction. The Trump campaign and Republican National Committee saw an influx of donations after jury selection began, with the two entities raising $76 million in April. His campaign had about $50 million cash on hand at the beginning of May as he prepared to get back out on the campaign trail after the trial.

The former president repeatedly used the developments in the trial to raise money, including when he was held in contempt for violating the gag order against him.

"I'd get arrested ONE MILLION TIMES before I'd let those filthy dogs get their hands on you," one typical fundraising appeal read. 

Trump's other criminal cases

The New York case might be the only one of Trump's four criminal prosecutions to reach a conclusion before voters cast their ballots in the fall, giving the guilty verdict added weight.

The two federal cases brought by special counsel Jack Smith remain in limbo. 

In Washington, D.C., Trump faces charges related to his actions to remain in power after the 2016 election. Trump has argued that he is immune from prosecution, and the Supreme Court is currently weighing his claim.

The high court heard arguments in the immunity dispute on April 26 and is expected to issue a decision on the matter before the end of the court's term, likely in June. If the case is allowed to move forward, there is a slim possibility that the district court could schedule the trial before November. If the justices side with Trump and find him immune from prosecution, the charges would be dropped.

In Florida, Trump faces federal charges stemming from his retention of classified documents after he left the White House. Judge Aileen Cannon, who was appointed by Trump, has indefinitely postponed the trial. She ruled in early May that picking a trial date would be "imprudent and inconsistent with the court's duty to fully and fairly consider" numerous unresolved pre-trial motions. Those motions include Trump's efforts to dismiss the case altogether, as well as issues related to what classified information can be revealed at trial.

In the third case that remains outstanding, Trump faces state charges related to the 2020 election in Fulton County, Georgia. The trial in that matter is also on hold as Trump seeks to have District Attorney Fani Willis removed from the case. Georgia's Court of Appeals recently granted Trump's appeal of a decision that had allowed her to remain, bringing the trial to a temporary halt.

Trump's two federal cases could largely be in voters' hands if they are not resolved by November, a fact that raises his personal stake in the outcome. If he wins and returns to the White House in January 2025, Trump could order the Justice Department to seek to drop the charges altogether.

Trump has pleaded not guilty in all of the criminal cases against him.

• Donald Trump

More from CBS News

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Explore how Microsoft's partnership with Khan Academy is enhancing the future of education with AI innovation and tools for teachers >

• Learning accelerators
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Read ‘em and reap (the rewards): World Read Aloud Day 2024

• Content Type
• Immersive reader

Sharing a story is a powerful experience, for reader and listener alike. It creates a magical bond where imagination can soar. It also builds crucial literacy skills in the most engaging way possible. 

On February 7, 2024, the power of reading aloud is celebrated with World Read Aloud Day. World Read Aloud Day was founded in 2010 by the nonprofit organization LitWorld to position literacy as a foundational human right. And, so far, the day has become a real page-turner, celebrated by millions of readers and listeners in over 170 countries! 

Why literacy matters

Reading aloud is an incredibly powerful way to help listeners of all ages build essential literacy skills. And student literacy impacts learners in every subject and grade level as well as outside of the classroom. Powerful learning tools designed to address the real-world needs of today’s classrooms are a smart and practical way to help students gain the crucial literacy skills they need to help them succeed in school and in life. 

Support student literacy with Reading Progress

While literacy is the foundation for all learning, each student’s path toward reading mastery may differ. This is why it’s so important to create personalized learning environments that address and support the unique needs of all students. 

Reading Progress, a Learning Accelerator , empowers students to practice their reading fluency skills, self-assess as they watch and listen to themselves, and receive customized feedback from their teachers that specifically targets their literacy needs. Reading Progress offers: 

• Assignment creation:  Quickly upload a reading passage or choose from a sample library, and customize activity parameters such as time limits, number of attempts, and codify the reading level and genre. 
• Student reading and recording: Students open the assignment and can record themselves reading the assigned passage, helping to build confidence.  
• Educator review: Automatically flags student mistakes, helps educators manually flag errors, and jumps to words in the video to streamline the review process. 
• Powerful insights: View data such as correct words per minute, accuracy rates, and challenging words at the student and class level. 

Visit Getting started with Reading Progress in Teams for step-by-step instructions for using Reading Progress to help build literacy skills with your students.  

Personalize reading experiences with Reading Coach

With the latest AI technology, we have an opportunity to provide learners with personalized, engaging, and transformative reading experiences. Reading Coach is now powered by generative AI and does just that.  

Reading Coach was already providing learners with personalized reading practice, instant feedback about pronunciation and fluency, while also giving insights back to educators. Now we’re excited to share new features that will fuel student agency and motivation with dynamically created stories that adapt to their reading level and individual challenges. 

Reading Coach takes a unique approach to implementing generative AI with guardrails . Learners select the story’s protagonist, setting, and are provided with choices that alter the plot of the story as they read. Reading Coach combines these inputs with the learner’s selected reading level, and over time, words they mispronounce to dynamically create personalized stories. Students stay engaged and in the driver’s seat with the power to pick a path of a story while they progress through the chapters. The story content is moderated for quality, safety, and age appropriateness. 

Reading Coach intrinsically motivates learners to continue advancing their skills in several ways. They can unlock new story settings and characters, earn badges that reward their efforts, and see their pronunciation and fluency improvements in progress reports. 

We’re making Reading Coach more broadly available than ever, so that learners can read on the device of their choice, at home or school. To get started with Reading Coach, visit coach.microsoft.com/webapp (you may be asked to sign in with a Microsoft account) or download the Windows app . Learn more about how Reading Coach works on our support documentation pages. 

Dive into literacy with Immersive Reader

Microsoft Immersive Reader is an easy-to-use tool that that’s designed to improve reading comprehension and fluency for students of all abilities. Available for free in popular classroom applications like Microsoft Teams , Word, and OneNote, Immersive Reader incorporates research principles that increase access and is loaded with features to help students read.   

Immersive Reader can: 

• Support fluency for English language learners or readers of other languages. 
• Build confidence for emerging readers as they learn to read at higher levels. 
• Offer text decoding solutions for students with dyslexia and other learning needs. 
• Provide individual word or whole text translation into over 100 languages (over 40 of which can be read aloud). 
• Serve as scaffolding to ensure students with a variety of learning needs have access to grade-level texts. 

You can customize the learning experience for students, so whether it is reading at a slower pace or providing picture clues without narration, teachers can address a variety of activities in the classroom. Discover how every student can improve their skills and comprehension with Immersive Reader . 

Celebrate World Read Aloud Day 2024 with author Mia Armstrong

Flip is hosting a powerful event to honor World Read Aloud Day: a special reading of the popular children’s book I Am a Masterpiece by the author herself, Mia Armstrong. Mia is a prolific tween actor, model, and activist, born with Down syndrome. Her story is one of courage and inclusion, proving that disabilities and differences are no match for talent and determination. 

Join Mia this World Read Aloud Day on February 7, 2024, at 10:00 AM PT to get a glimpse into the life of a child with Down syndrome, and help some readers see themselves in a book and help others understand those friends, classmates, and family members who are neurodivergent. Register for the Flip event Celebrate World Read Aloud Day with Mia Armstrong today! 

Ignite literacy on World Read Aloud Day

Before the written word, stories were shared and passed down aloud to preserve culture, knowledge, and insight. This is the tradition that sparks World Read Aloud Day: a proven history of building literacy, improving spelling through enunciation, increasing social bonding, and enriching empathy. Join Microsoft in celebrating World Read Aloud Day and showing the world that we all have the right to read. So, grab a book, find an audience, and read out loud!  

Looking to go deeper? Check out these Microsoft Learn courses full of practical strategies and insights for igniting literacy in your classroom. 

• Learn how to support reading fluency practice with Reading Progress  
• Learn how to improve reading for any student, regardless of age or ability, with Immersive Reader

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Washington parental rights law criticized as a ‘forced outing’ measure is allowed to take effect

SEATTLE — A new Washington state parental rights law derided by critics as a  “forced outing” measure  will be allowed to take effect this week after a court commissioner on Tuesday declined to issue an emergency order temporarily blocking it.

The civil liberties groups, school district, youth services organizations and others who are challenging the law did not show that it would create the kind of imminent harm necessary to warrant blocking it until a trial court judge can consider the matter, King County Superior Court Commissioner Mark Hillman said. A hearing before the judge is scheduled for June 21.

The law, known as Initiative 2081, underscores, and in some cases expands, the rights already granted to parents under state and federal law. It requires schools to notify parents in advance of medical services offered to their child, except in emergencies, and of medical treatment arranged by the school resulting in follow-up care beyond normal hours. It grants parents the right to review their child’s medical and counseling records and expands cases where parents can opt their child out of sex education.

Critics say the measure could harm students who go to school clinics seeking access to birth control, referrals for reproductive services, counseling related to their gender identity or sexual orientation, or treatment or support for sexual assault or domestic violence. In many of those cases, the students do not want their parents to know, they note.

The American Civil Liberties Union of Washington and other groups challenging the measure say it violates the state Constitution, which requires that new laws not revise or revoke old laws without explicitly saying so.

For example, state law ensures the privacy of medical records for young people authorized to receive care, including abortions, without parental consent. The law would give parents the right to be notified before their child receives care and the ability to review school medical records, the plaintiffs said, but it does not specifically say that it amends the existing privacy law.

The initiative was backed by Brian Heywood, a conservative megadonor who has said the measure was not designed to give parents veto power over their child’s decision to access counseling or medical treatment. “It’s just saying they have a right to know,” he said.

The Democratic-led Legislature overwhelmingly approved it in March, with progressive lawmakers wanting to keep it off the fall ballot and calculating that courts would likely block it.

Hillman said during the hearing that he was sympathetic to the concerns of the groups challenging the measure, but the harms they had alleged were only speculative.

William McGinty, an attorney for the state, argued that the law is constitutional and the plaintiffs had not demonstrated that they were entitled to a temporary restraining order.

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The Associated Press

Student Success Stores take care of basic but important teen needs in Columbus, Whitehall

At 14 middle schools in central Ohio, teens whose families can't afford stylish backpacks, hair products or new clothes have been able to concentrate on classes instead of those other things.

"It sounds kind of silly, but if you think about being a 13-year-old...," Nicole Hebert-Ford, a former teacher, soon-to-be school counselor and co-founder of Student Success Stores , said she likes to remind people. "We're able to keep those small problems small."

Since their start at Champion Middle School, Columbus Global Academy and Mifflin Middle School in 2017, Student Success Stores have opened more branches within Columbus City Schools and Whitehall City Schools buildings with higher percentages of children living in poverty.

The stores offer not just dress-code-compliant clothing, they also are stocked with underclothing and socks, coats and hats, hygiene products and school supplies. The items are donated by businesses, collected during support drives or purchased with financial contributions, and they're free to children.

The idea behind them − first pitched at a 2016 United Way of Central Ohio "Pitch to Ditch Poverty" event − is that young people worried about their clothes or hair or other things that adults tell them not to worry about will be distracted from their studies.

"Our goal is to help students focus on their learning," Hebert-Ford said. "In order to do that, our goal is to meet students' basic needs."

To date, the Student Success Stores have provided more than 37,000 items to young shoppers. There is no eligibility test for students individually; if there's a store in their school, all students are allowed to schedule a visit if their parent or guardian hasn't opted out.

Stores are placed in discreet locations inside each school, Hebert-Ford said, and they're carefully set up so young people don't feel like they're rummaging through bins of cast-offs. Clothing reflects students' different cultural backgrounds, and hair products are available for different types of hair.

And who decides what styles of clothing will appeal to the young shoppers?

"I get a lot of help from our college interns," Herbert-Ford said.

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