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Century Literacies and Reading Apprenticeship
Faculty Teaching and Learning Academy

January, 2014

Dimensions of Reading Apprenticeship

Think Aloud
• Helps students to notice and say when they are confused, and use each other as resources for making meaning • Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students • Helps to give names to the cognitive strategies that we use to comprehend text • Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina


Think Aloud with Medical Terminology Textbook

Think Aloud in Pairs with “Key Terms”

Debrief Think Aloud
• What was the Think-Aloud experience like? • What did you notice you or your partner doing? • Could you see yourself trying a Think Aloud with your students and your class text(s)?

Debrief Think Aloud


Debrief Think Aloud


Talking to the Text
This strategy is basically a think aloud on paper. It differs from think aloud in two key ways: • the individual reflection on the reading process is written, not spoken • the metacognitive conversation is delayed until after the individual reading and reflecting

Talk to the Text with “Introduction”

Talk to the Text with Diagram

Debrief Talking to the Text
• How did it feel to Talk to the Text? • What similarities and differences did you notice about Thinking Aloud and Talking to the Text? • What might be some of the benefits and burdens of engaging students in Talking to the Text in your own classes?