Reading and writing Research

Theory Into Practice, 50:107–115, 2011

Copyright © The College of Education and Human Ecology, The Ohio State University

ISSN: 0040-5841 print/1543-0421 online

DOI: 10.1080/00405841.2011.558435

Julie Coiro

Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension

This article highlights four cognitive processes

key to online reading comprehension and how

one might begin to transform existing think-aloud

strategy models to encompass the challenges

of reading for information on the Internet. In-

formed by principles of cognitive apprenticeship

and an emerging taxonomy of online reading

comprehension strategies, I introduce think-aloud

instructional models for explicitly teaching stu-

dents how expert readers approach, interact with,

monitor their understanding of, and respond to

online information texts. Over time, think-aloud

strategy lessons in online reading environments

help students recognize, label, and define a range

Julie Coiro is an assistant professor at the University

of Rhode Island, Quaker Hill, Connecticut.

Companion Web site for screenshot images

and guided practice sections of both think-aloud

lessons: http://sites.google.com/site/tiponlinethinkalou

dlessons/

Correspondence should be addressed to Professor

Julie Coiro, University of Rhode Island, 3 Rainbow

Court, Quaker Hill, CT 06375. E-mail: [email protected]

of more and less familiar online cueing systems

and related reading purposes. In turn, students

can begin to actively consider additional strate-

gies for effectively comprehending and using the

range of informational texts they encounter on

the Internet.

I N HER ARTICLE TITLED “Two Birds With

One Stone: Teaching Reading and Teaching

Thinking,” Lena Green (2005) explained how

learning to read enhances the thinking process,

and learning to think enhances the reading pro-

cess. Consequently, when educators explicitly

teach reading and thinking as mutually reinforc-

ing processes, gains can occur in both dimen-

sions. From Green’s perspective, the teaching of

thinking involves teaching students about plan-

ning, problem-solving, and metacognitive aware-

ness, which she defined as “the conscious choice

and systematic practice of thinking processes

to suit the demands of particular situations”

107

New and Critical Perspectives on Reading Comprehension and Strategy Instruction

(p. 117). Green argued that all readers can be-

come more metacognitively aware during their

reading experiences with explicit models of the

thinking that occurs while constructing meaning

from text and integrating it with their own prior

knowledge.

So, what key processes do skilled readers con-

sciously use when comprehending text? Research

has confirmed that proficient readers actively

construct meaning from offline (or printed) text

using a set of strategic processes such as preview-

ing the text, setting goals, making predictions,

asking questions, monitoring understanding, and

making connections (Block & Pressley, 2002;

Pressley & Afflerbach, 1995). As readers transi-

tion to Internet reading environments, emerging

work suggests these traditional reading and

thinking strategies are necessary, but not sufficient,

to successfully navigate and make sense of online

informational texts (Afflerbach & Cho, 2008;

Coiro, 2007; Leu, Kinzer, Coiro, & Cammack,

2004). A reader’s level of metacognitive aware-

ness about which strategies are best suited to lo-

cate, critically evaluate, and synthesize diverse

online texts is likely to foster a deeper understand-

ing of the texts they encounter on the Internet.

Importantly, some students will not improve

their use of metacognitive strategies without

explicit training in the reading and thinking

processes required to read offline and online

texts for specific purposes (Block, 2004; Castek,

2008). One solution is for teachers to provide

explicit think-aloud models of effective reading

and thinking strategy use. A think-aloud is a

technique in which the teacher pauses while

reading to verbally model the thought processes

of a skilled reader as he or she interacts with a

text (Davey, 1983). Informed by an instructional

approach known as cognitive apprenticeship

(Collins, Brown, & Newman, 1990), teachers can

use think-aloud models to support readers by en-

gaging them in authentic problem-solving activi-

ties while calling attention to often overlooked or

hidden comprehension strategies that are useful

in particular reading situations. Over time, learn-

ers are encouraged to gradually take on more re-

sponsibility as they internalize the hidden reading

and thinking processes and eventually carry out

important reading tasks more independently (see

Pearson & Gallagher, 1983). Highly focused and

well-planned strategy think-alouds can provide

readers of all ages with a common language for

sharing important metacognitive strategies that

facilitate comprehension (Wilhelm, 2001).

Previous work provides excellent models of

how think-aloud strategy instruction might be

used to scaffold students as they read printed

offline texts (e.g., Baumann, Jones, & Seifert-

Kessell, 1993; Block & Israel, 2004; Lapp,

Fisher, & Grant, 2008). However, with the ex-

ception of Kymes’ (2005) brief think-aloud ex-

amples that compare offline and online reading

comprehension strategy use, few published think-

aloud models focus specifically on how teachers

might support readers during challenging Internet

reading experiences. This article, guided by an

emerging taxonomy of reading comprehension

strategies adolescents use to solve online infor-

mation tasks (see Leu et al., 2008), builds on ex-

isting models of think-aloud strategy instruction

in nondigital texts to make explicit the particular

reading and thinking strategies useful when read-

ing across search engine results, informational

Web sites, and a networked set of primary and

secondary sources written from multiple points of

view. In the space remaining, I briefly outline key

elements of an online reading plan used to frame

a think-aloud model of online reading instruction;

explain the benefits of situating online reading

instruction in curriculum-based information chal-

lenges; and offer two think-aloud examples that

might be used with adolescents seeking answers

to a pair of online information challenges in a

language arts or history class.

Framing Think-Aloud Lessons in an

Online Reading Plan

One key component of any apprenticeship ap-

proach to teaching reading involves breaking the

problem or task into manageable parts (Collins

et al., 1990). With this in mind, one effective way

to structure think-aloud lessons in online reading

comprehension is to frame the process in a four-

stage flexible online reading plan:

108

Coiro Talking About Reading as Thinking

1. Approaching online reading tasks. Skilled

readers approach online reading tasks with a

problem-solving mindset that prompts them to

determine their purpose, anticipate the chal-

lenges, and make a flexible plan. Taking time

to generate a focused plan of attack before

navigating their mouse across the computer

screen helps online readers steer clear of

the myriad distractions they are bound to

encounter as they read for information on the

Internet.

2. Navigating and negotiating online texts.

Skilled online readers move through a com-

plicated process of navigating search engines

and disparate Web site structures and nego-

tiating multiple modes of information and a

diverse range of perspectives. This process

involves strategies for determining important

ideas, judging the relevance of those ideas in

relation to their purpose, investigating author

credentials, detecting author agendas, and cor-

roborating questionable claims.

3. Monitoring comprehension of and pathways

through online texts. At several points in the

online inquiry process, skilled readers stop to

revisit their purpose while monitoring both

their understanding of the content and the

relevance of their chosen reading path. Online

readers apply fix-up strategies to help them

reread, refocus, adjust their speed or direc-

tion, or clarify their understanding before they

move on.

4. Responding to online texts. Skilled online

readers are often actively engaged in recip-

rocal acts of reading, writing, and reflecting.

This interactive response process typically in-

volves summing up key ideas, making connec-

tions, looking deeper, asking questions, and

contributing their own ideas in response to the

posed challenge.

Situating Online Reading Instruction in

a Curriculum-Based Information

Challenge

Another key aspect of cognitive apprentice-

ship involves providing students with varying

kinds of authentic practice situations so they

learn how to flexibly apply a range of reading

and thinking processes in new settings (Collins

et al., 1990). Teachers who design these practice

situations should keep in mind that students are

motivated by authentic and intentional reading

purposes that are situated in the context of inter-

esting texts (Guthrie, Wigfield, & Perencevich,

2004). In addition, students in offline (Guthrie

& Cox, 2001) and online reading environments

(Castek, 2008) are more likely to transfer what

they learn from strategy instruction to new in-

formational texts when it is embedded within in-

quiry activities with content-specific goals. Con-

sequently, rather than teaching online reading

and thinking strategies as part of an isolated

technology lesson, small groups of students are

presented with content-related information prob-

lems, or online information challenges (see Leu

et al., 2008), designed both to develop conceptual

knowledge and elicit important online reading

comprehension skills. As part of these informa-

tion challenges, students are invited to use a

range of Internet technologies to locate, navigate,

negotiate, and respond to online informational

texts linked directly to a particular content theme

or learning objective.

For example, the think-aloud examples il-

lustrated in the following are framed within

two information challenges related to Japanese

American internment, an important topic that

profoundly influenced the United States during

World War II, but one that is rarely covered in

any depth in most U.S. history textbooks (Ogawa,

2004). The first lesson (see Table 1) focuses on

reading efficiently within search engine results

and informational Web sites to locate a specific

answer to this information challenge: How many

individuals of Japanese descent were moved to

relocation centers during World War II? The

second lesson (see Table 2) focuses on reading

critically across five diverse online sources while

responding to this challenge: How do different

authors portray the Japanese internment camp

experience to readers? Both lessons prompt in-

teraction with a wide range of primary and

secondary online sources written from multi-

ple points of view. In addition, both lessons

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New and Critical Perspectives on Reading Comprehension and Strategy Instruction

Table 1

Example of a Think-Aloud Lesson Teaching Adolescents How to Read Efficiently

to Locate Specific Online Information

Texts Teacher Commentary During the Think-Aloud

Strategies

Modeled/Practiced

Lesson 1: Reading Efficiently to Locate Specific Online Information Challenge:

How many individuals of Japanese descent were moved to relocation centers during World War II?

MODEL

Google Docs page with

task directions and

chart to fill in (Fig. 1)

Search box at the Google

homepage (Fig. 2)

Google search results

with eight annotated

entries (Fig. 3)

Infoplease Web page for

Japanese relocation

centers (Fig. 4) and

Google Docs page with

task directions (Fig. 1)

Infoplease Web page

(Figs. 5–7)

Google Docs chart with

first row completed

(Fig. 8)

Approach: Teacher [reads the task directions in Fig. 1]: First, I’m going

to read the question and figure out what kind of problem I need to

solve. The question begins with “how many individuals,” so I’m

looking for a specific number of people, which I might be able to

find in one location. I might find this kind of information in a

government report or historical database, so I’ll keep that in mind as

I skim the search results. Some other important words in the question

are Japanese and relocation centers. I think I will go to a search

engine and type in these keywords: how many Japanese in relocation

centers [see Fig. 2]. Of course, I’ll probably get a really long list of

search results, so there’s a good chance I’ll find more than one

answer. I think I’ll try to find the answer in a few different locations

and then combine the answers from the most reliable sources.

Navigate and Negotiate: [Types in search words, clicks search, and

scans search results shown in Fig. 3]: Before I click anywhere, I’m

going to scan down the list and see what might be worth reading.

The bold words tell me most of the results have something to do

with Japanese relocation centers, so that’s good. The description in

the first link for www.infoplease.com actually reports a number, so

that looks promising. If I scan further down the search list, I can use

the Web site addresses like context clues to get information about

who sponsors the site. I see there is a Wikipedia page (en.wikipedia.

org), two government Web sites (archives.gov and nps.gov), a

museum (www.sfmuseum.org), and a digital library at an educational

institution (www.digital.lib.usu.edu), so most of the sources appear to

be reliable at first glance. I’ll start with the first link because it

provides a specific number, and then see how that number compares

to information at some of the other locations.

Monitor: [Clicks on first link to Infoplease.com website shown in Fig. 4

and scans/reads]: Wow—this page reports a lot of numbers right at

the top of the page. [Toggles back to Google Docs task

page—Fig. 1]. After I reread my question, I am reminded that I’m

looking for how many people, not how many camps. I notice a few

paragraphs down, they report the number of Canadian Japanese sent

to internment camps in British Columbia. That’s interesting, but it

doesn’t really answer my question, so I won’t need to report that

number here. After skimming, I find that this source claims 120,000

Americans were sent to US internment camps. But, before I just take

their word for it, I’m going to learn a little more about who made

this Web site to get a sense of how trustworthy they are.

Navigate and Negotiate: [Teacher models how to read at different

locations within the Infoplease.com Web site for author/sponsor

information to determine the source’s trustworthiness]

View corresponding think-alouds for this portion of the lesson at: http://

sites.google.com/site/tiponlinethinkaloudlessons/lesson1-think-aloud

Monitor and Respond: [Toggles to the Google Docs window shown in

Fig. 1 and completes each column with the appropriate information]

� Determining a purpose

� Making a plan � Anticipating challenges

� Determining important ideas � Evaluating relevance of

information in search engine

results � Evaluating potential reliability

of information in search results

� Rereading to clarify task � Constructing meaning

� Refer to online table for list of

strategies practiced in this phase

� Summing up ideas � Making connections � Corroborating claims

(continued)

110

Coiro Talking About Reading as Thinking

Table 1

(Continued)

GUIDED PRACTICE

Wikipedia entry for

Japanese internment &

Google Docs table

(Figs. 9–11)

View text screenshots and corresponding think-aloud models for this

phase at: http://sites.google.com/site/tiponlinethinkaloudlessons/

lesson1-think-aloud

� Refer to online table for list of

strategies practiced in this phase

REFLECT

Google Docs chart with

completed rows and

summary statement

about findings

(Fig. 12)

Respond and Reflect (after 15 min): Now that you’ve had time to find

additional sources, we can look across all the information we’ve

compiled to report an accurate and reliable solution to the challenge.

[Discussion ensues until finally the class reaches consensus on an

appropriate response that is posted beneath the table on Google

Docs—Fig. 12. The group’s response is: “Based on 5 reliable

sources, we believe that between 110,000 and 120,000 individuals of

Japanese descent were moved to relocation centers in the United

States during World War II.”]

� Summing up ideas � Making connections � Corroborating claims

present opportunities for students to engage in

curriculum-based online reading activities while

learning more about equity, social justice, and the

constitutional rights of American citizens.

Integrating Think-Aloud Lessons

Into Online Reading

Comprehension Instruction

A typical think-aloud lesson for online read-

ing comprehension instruction involves three

phases: modeling, guided practice, and re-

flection (see http://sites.google.com/site/tiponline

thinkaloudlessons/lesson-template for a lesson

template). In the modeling phase, teachers typi-

cally model the strategies with one computer and

a projector as part of a shared reading experience

that can involve the whole class or a small group

of students. Prior to the lesson, teachers explore

anticipated sets of search engine results and

informational Web sites. Subsequent think-aloud

examples are designed to highlight particular

text features, thinking processes, and/or content

knowledge necessary for students to complete

the information challenge successfully. Effective

lessons are designed to: (a) anticipate what stu-

dents will struggle with most as they approach,

navigate, negotiate, monitor, and respond to the

online text(s); and (b) offer think-aloud models

of the thinking and reading strategies one would

use to scaffold their understanding in these areas.

After students have seen how an expert reader

thinks metacognitively to solve a portion of the

information challenge, they are encouraged to

read on their own laptops (or in a computer lab)

in a guided practice activity. Here, students ac-

tively take part in reading and thinking alongside

the teacher to solve the next part of the online

challenge. The teacher moves away gradually,

asking questions that prompt students to think-

aloud about their own strategy use, and validating

student attempts to play a more active role in the

process. Toward the end of this phase, students

are given an opportunity to work independently

(or with a partner) on the remaining part of the

challenge.

Finally, in the reflection stage, the group meets

back together to share strategies they used and

construct a group solution to the posed chal-

lenge. Often, this reflection involves composing

a response in an online communication interface

appropriate to the task, such as e-mail, blogs, or

a collaborative word processing document. This

phase is useful for modeling appropriate dis-

course practices that consider tone, purpose, and

audience across diverse communication contexts.

Table 1 illustrates how a teacher might think

out loud in the modeling phase of how to read

efficiently within search engine results and infor-

mational websites to locate a specific fact. The

111

New and Critical Perspectives on Reading Comprehension and Strategy Instruction

Table 2

Example of a Think-Aloud Lesson Teaching Adolescents How to Read

Critically Across Five Online Sources That Portray the Japanese Internment Camp

Experience From Diverse Points of View

Texts Teacher Commentary During the Think-Aloud

Strategies

Modeled/Practiced

Lesson 2: Reading Critically to Negotiate Multiple Perspectives Challenge:

How do different authors portray the Japanese internment camp experience to readers?

MODEL

Webspiration concept

map with challenge

question and links to

sources about Japanese

internment (Fig. 13)

Webspiration template

connected to each of

five sources (Fig. 14)

Source 1: Lt. G. DeWitt’s

Final Report (Fig. 15)

Web site: Virtual

Museum of San

Francisco (Fig. 16)

Page with background

information about

DeWitt’s Final Report

(Fig. 17)

Webspiration template for

Lt. General DeWitt’s

report (Fig. 14)

Source 1: Lt. G DeWitt’s

Final Report (Fig. 15)

Approach: For this task, I’m asked to form an opinion across five

different texts, so I probably won’t find a specific answer in any one

place. In fact, because the question says “different authors,” I’m

guessing I might have to compare and contrast different opinions

about Japanese internment. In a way, this will be easy because I

don’t have to search for the five different texts—they are all linked to

our concept map [Fig. 13]. But I will probably have to spend some

time trying to learn more about the people that wrote each text to

better understand why they have the opinions they do. This can be

pretty difficult, so I’m going to use this template [Fig. 14] to help me

stay focused and organize important information about each text.

Navigate and Negotiate: [Teacher models how to read at different

locations within DeWitt’s report (Fig. 15) and embedded hyperlinks

to related websites (Figs. 16–17) for author/sponsor information to

locate relevant information and determine the source’s

trustworthiness]

View corresponding think-alouds for this portion of the lesson at: http://

sites.google.com/site/tiponlinethinkaloudlessons/lesson2-think-aloud

Monitor and Respond: [Teacher thinks-aloud while entering information

into the Webspiration template] Now I need to figure out what

motivated the author to write this report and find a quote that best

represents the author’s point of view about Japanese internment. This

means I’m going to have to slow down and really read and think

carefully.

Navigate and Negotiate: [Returns to the report—Fig. 15]: To do this,

I’m going to read carefully while asking myself “What clues can I

notice about why this author might be writing to me?” and “What

words does the author use to convey his feelings about this topic?”

Let me give you some examples. First, the word choices such as “I

transmit herewith” and “in recognition of this situation” give clues

that this is a formal report rather than an informal letter to the

General’s relatives, for example. Then, I notice in point 2, the author

begins with one short direct statement: “The evacuation was impelled

by military necessity.” This statement appears to sum up his feelings

about the topic quickly and directly. Throughout the next paragraph,

the author chooses phrases such as “highly sensitive war

installations,” “rabidly pro-Japanese,” “a menace which had to be

dealt with,”; “compulsory organized mass migration,” and “time was

of the essence.” Words such as these can evoke strong feelings and

reinforce his argument in ways that make the reader believe there

was no option but to evacuate this perceived threat to national

security as soon as possible.

� Determining a purpose � Making a plan � Anticipating challenges

� Determining important ideas � Evaluating relevance of

information within a Web site � Evaluating potential reliability

of information within a Web

site

� Rereading to clarify task � Navigating across ideas � Constructing meaning � Sourcing online texts

� Summing up ideas � Determining a purpose � Anticipating challenges � Making a plan � Navigating across ideas

� Evaluating relevancy of ideas � Detecting agendas � Determining important ideas � Summing up ideas

(continued)

112

Coiro Talking About Reading as Thinking

Table 2

(Continued)

MODEL

Completed Webspiration

template for Lt.

General DeWitt’s

report (Fig. 18)

Monitor and Respond: So, let’s stop and think now about filling in the

template [Fig. 18] in a way that helps us address our initial challenge.

How can these ideas help us: (a) identify the author’s motivation,

(b) select a quote that best portrays this author’s feelings about the

Japanese internment experience, and (c) provide a short phrase in

your own words that sums up this author’s point of view? Once we

figure that out, we can move on to compare the General’s feelings

with those of another author from our set of five sources. [Discussion

ensues, with the teacher modeling how to move from these tangible

word choices to a powerful quote and finally, to a class consensus

that the author’s justification for Japanese internment might best be

summed up with the words “It’s better to be safe than sorry.” These

ideas are then entered into the Webspiration template in Fig. 18.]

� Summing up ideas � Making connections � Looking deeper

� Asking questions � Contributing ideas

GUIDED PRACTICE

Source 5: A More Perfect

Union (Figs. 19–22)

View text screenshots and think-aloud models for this phase at:

http://sites.google.com/site/tiponlinethinkaloudlessons/lesson2-think-

aloud

Refer to online table for strategies

practiced here

REFLECT

Source 5: A More Perfect

Union (2001)—section

on Justice (Fig. 23)

Webspiration Template

for A More Perfect

Union (Fig. 24)

Respond and Reflect:

Teacher [Ten minutes later]: So, let’s regroup and share what you

found. [Students share their reflections. Discussion ensues and their

answers are posted to the template as shown in Fig. 24.]

View student reflections and teacher response at: http://sites.google.

com/site/tiponlinethinkaloudlessons/lesson2-think-aloud

� Summing up ideas � Detecting agendas � Making connections � Looking deeper � Contributing ideas

top row identifies the lesson purpose and the

curriculum-based information challenge ques-

tion. The left column contains labels for the

multiple texts encountered during the lesson. Due

to space constraints, text labels take the place of

the actual text, since the teacher quickly moves

across many screens of text and images. How-

ever, if it is helpful to follow along virtually for

a more detailed view of the online reading expe-

rience, figures that correspond to a screenshot of

each text example (and extended think-alouds for

each lesson) can be viewed online at http://sites.

google.com/site/tiponlinethinkaloudlessons/. The

associated teacher’s commentary appears in the

second column, and the strategies used are in the

final column.

After students have been exposed to several

think-aloud models for how to efficiently locate

relevant and reliable information on the Internet,

they should have opportunities to see how ex-

pert readers negotiate the challenges of reading

critically within and across multiple sources of

online information. Table 2 illustrates how a

teacher might think out loud while modeling how

to read critically to understand how different

authors can differentially shape their portrayal

of the Japanese internment camp experience in

ways that align with their own perspectives and

purposes.

Over the next two class periods, students

work with partners to explore the remaining

three sources about Japanese internment, sum-

marize their findings about each author’s point

of view, and participate in a class discussion

to compare the different ways that authors por-

tray the Japanese internment camp experience

to readers. Gradually, they begin to internalize

a metacognitive awareness of the reading and

thinking processes required to read both effi-

ciently and critically on the Internet. In addition,

because the think-aloud instruction is embedded

in curriculum-related goals, students also come to

113

New and Critical Perspectives on Reading Comprehension and Strategy Instruction

understand a critical period in American history

and how different people can have different

experiences around the same event that shape

their opinions in important ways. These ideas

can prepare today’s students for appreciating the

diverse perspectives that are very much a part of

their globally networked information society.

In conclusion, I have found that my pre-

liminary attempts to offer students think-aloud

models and guided practice activities as illus-

trated in this article help adolescents begin to

anticipate challenging online reading situations

and carefully think about ways to extend their

use of printed text comprehension strategies

to Internet reading contexts. Students quickly

become engaged in solving information chal-

lenges while working collaboratively alongside

their peers and they draw on think-aloud mod-

els useful for solving one challenge to inform

their reading decisions in the next challenge.

Over time, think-aloud strategy lessons in online

reading environments help students recognize,

label, and talk about a range of more and less

familiar online cueing systems that are useful

for particular reading purposes. In turn, students

begin to actively apply additional reading and

thinking strategies for effectively comprehending

and using the range of informational texts they

encounter on the Internet.

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