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Abstract
This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
Publication Date
2003
Disciplines
Bilingual, Multilingual, and Multicultural Education | Elementary Education | Language and Literacy Education
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons, Language and Literacy Education Commons
Recommended Citation for Full Report
Lavadenz, M. (2003). Think aloud protocols: Teaching reading processes to young bilingual students. Center for Applied Linguistics: ERIC Digest. 10.15365/ceel.article.2003.1