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American Journal of Speech-Language Pathology Vol.18 82-94 February 2009. doi:10.1044/1058-0360(2008/07-0074)
© American Speech-Language-Hearing Association
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Research

Comprehension of Expository Text: Insights Gained From Think-Aloud Data

Sandra Laing Gillam
Jamison D. Fargo
Utah State University, Logan

Kelli St. Clair Robertson
Champion Partners in Rehabilitation, Tuscaloosa, AL

Contact author: Sandra Laing Gillam, Communicative Disorders and Deaf Education, 1000 Old Main Hill, Utah State University, Logan, UT 84322. E-mail: sandi.gillam{at}usu.edu.

Purpose: To examine the kinds of explicit and implicit statements generated by school-age children with and without language impairments during comprehension of expository texts and to determine the relationship of these statements to comprehension performance.

Method: Forty 4th-grade children with and without language impairments participated in individual think-aloud sessions (verbalizing thoughts aloud). During the sessions, children were asked to listen to expository passages 1 sentence at a time, make comments after each sentence, and then answer questions and recall the passages. The comments or verbal protocols that children generated during the think-aloud sessions were transcribed and analyzed. The relationship of verbal protocols to comprehension performance was evaluated.

Results: Findings suggested that the ability to paraphrase passages was closely related to measures of expository text comprehension.

Conclusions: The use of data obtained during think-aloud sessions may be useful to supplement information gained from traditional measures of comprehension for children with and without language impairments.

Key Words: comprehension, expository text, school-age children


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