References: Think-alouds

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References

Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., & Chamberlain, S. (2006). Math Strategy Instruction for Students with Disabilities Who Are Learning English. ELLs with Disabilities Report 16. National Center on Educational Outcomes, University of Minnesota.

Henjes, L. M. (2007). The use of think-aloud strategies to solve word problems.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.

Jayanthi, M., Gersten, R., & Baker, S. (2008). Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers. Center on Instruction.

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.

Rittle-Johnson, B., & Loehr, A. M. (2017). Eliciting explanations: Constraints on when self-explanation aids learning. Psychonomic Bulletin & Review, 24(5), 1501-1510.

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.