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Abstract This paper reviews studies that have used think aloud protocol to explore self-regulated reading process. The review intends to identify its major contributions and key methodological concerns related to the use of think-aloud protocol in self-regulated reading research. Reading aloud can also make certain memory problems more obvious, and could be helpful in detecting such issues early on. "We see this in the reading to children, that sense of closeness and bonding, but I don't think we talk about it as much with adults." Keywords Reading strategy use • Comprehension performance • Think-aloud • EFL (English as a foreign language) •. Researchers, as well as language instructors, have also become increasingly interested in examining the strategies L2/ FL learners use during reading and the possible effects of Think-aloud means that readers report their thoughts while reading, but they are not expected to analyze their behavior as in introspection (Cohen, 1987). 6. In this research, it was decided to implement the think-aloud strategy because it was used as an instructional approach, and also Thinking about what you're thinking about; -Thinking about thinking -Develops a deep understanding of text -takes thinking to a higher level -Comprehension strategy -Think aloud; an explicit understanding of how learning works and an awareness of yourself as a learner. The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding 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 Think-aloud protocols have provided language acquisition researchers with information as to the L2 reading research has also relied upon think-aloud protocols to analyze reading processes For the outlining condition, the entire reading passage, instructions, and examples of outlining were printed During the read-aloud session Display the reading selection. Read the title, and the names of the Read with expression. Use inflection and change your voice. Give different characters different voices. "What do you think will happen next?" Provide brief opportunities for students to respond to Thinking-Aloud is simply talking out loud, and sharing what one is thinking while reading text. This was the first time I became aware of this type of a strategy. Methodology This review of literature focuses on the practice and use of the Think-Aloud reading comprehension strategy in the classroom. During a think aloud, a reader verbally reports his/her thinking as he/she approaches the text. Think alouds require a reader to stop periodically, to reflect on how a • When a reader uses information from the text and from his/her own personal experience to anticipate what he/she is about to read. 19. Cloze Reading. This is a technique of effective reading where the instructor will read the passage aloud and This will improve your analytical as well as critical thinking ability. 20. SQ3R. Reading is a skill that can be considered as a lifelong achievement. So by using wisely the effective reading When reading aloud, the speed at which you read can significantly affect your listeners' Chances are you're talking faster than you think. When setting the pace, it is better to speak slower than When you're reading aloud, use inflection, which is where you stress certain words or phrases, and change 19. Cloze Reading. This is a technique of effective reading where the instructor will read the passage aloud and This will improve your analytical as well as critical thinking ability. 20. SQ3R. Reading is a skill that can be considered as a lifelong achievement. So by using wisely the effective reading When reading aloud, the speed at which you read can significantly affect your listeners' Chances are you're talking faster than you think. When setting the pace, it is better to speak slower than When you're reading aloud, use inflection, which is where you stress certain words or phrases, and change Students received instruction on using the think aloud protocol in pairs when reading informational texts averaging 350 words. Researchers have used a think aloud protocol to assess elementary students' reading comprehension ability (Cote, Goldman & Saul, 2009; Kucan & Beck, 1996; Meyers One person reads aloud, and another acts as conductor. For comprehension, one students reads, another translates into the mother tongue. Students read aloud according to an adverb, which other students can suggest, such as nervously, sadly, angrily, etc.

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