Teaching online reading with the Think Aloud metacognitive technique

Abstract

This study investigates the opportunity to adopt the Think Aloud metacognitive
technique to instruct students to become strategic and skilled readers
in the online environments. After presenting the historical and theoretical
roots of the Think Aloud and the methodological characteristics of this
technique, the study proposes an instructional tool that could support late
primary and secondary school teachers in planning online reading lessons
with the Think Aloud. Finally, the main strengths and weaknesses in the application
of this technique to the online reading, and the prospects and future
developments of the research in this area are analyzed.