Exploring reading comprehension using think-aloud protocols in a secondary school

The aim of this investigation is to study how think-aloud protocols are used in a Form Four reading  comprehension class. It is to see how students use appropriate strategies to enhance their reading  comprehension. Three participants, from a Form 4 class are selected. They are then exposed to  think-loud protocols. Each of them is given an appropriate passage of the same level to read. They  are then asked to read and think at the same time. This is to see how they verbalize their thoughts  and feelings. This session is audio-taped and the data transcribed.  These participants are then  asked to retell through delayed retelling what they have understood from the passage. Later they  are interviewed by the researcher. Based on the data collected, this think-aloud protocols provides information on reading strategies.  Also, based on the information obtained, participants use reading strategies to have a better  understanding of the passage. Therefore by making them aware of this type of strategies that good  readers engage in when they read a passage, we are providing the students an opportunity to become  aware of the many strategies that good readers use in comprehending a passage.