Using thinking aloud to enhance poor readers’ vocabulary knowledge and comprehension

DOI

10.2991/ichess-16.2016.17How to use a DOI?

Keywords

Thinking aloud, poor readers, vocabulary knowledge, reading comprehension

Abstract

English reading proficiency is regarded as one of the major abilities of English language learning. However, poor readers who lack vocabulary knowledge and have difficulty in monitoring themselves in reading process struggle a lot in L2 reading. The aim of the study attempts to discuss poor readers reading problems and to explore how thinking aloud can enhance vocabulary knowledge and comprehension. Through literature research, the study finds that thinking aloud can be applied to help poor readers’ problems and also assess readers’ strengths and weaknesses. The revelation from thinking aloud can be further employed by teachers to adjust instruction on the basis of students’ needs.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wenqi Xiao
PY  - 2016/08
DA  - 2016/08
TI  - Using thinking aloud to enhance poor readers’ vocabulary knowledge and comprehension
BT  - Proceedings of the 2016 International Conference on Humanity, Education and Social Science
PB  - Atlantis Press
SP  - 74
EP  - 78
SN  - 2352-5398
UR  - https://doi.org/10.2991/ichess-16.2016.17
DO  - 10.2991/ichess-16.2016.17
ID  - Xiao2016/08
ER  -