Bibliography

On think alouds—their history, effectiveness, and procedures:

• K. Anders Ericsson and Herbert Alexander Simon, Protocol Analysis: Verbal Reports as Data (Cambridge, Mass.: MIT Press, 1993).
• Debra K. Meyer, “Recognizing and Changing Students’ Misconceptions: An Instructional Perspective,” College Teaching 41 (Summer 1993), 104–108.
• Maarten W. van Someren, Yvonne F. Barnard, and Jacobijn A. C. Sandberg, The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes (San Diego: Academic Press, 1994).

Disciplinary Uses of Think Alouds:

Chemistry

• Craig W. Bowen, “Think-Aloud Methods in Chemistry Education: Understanding Student Thinking,” Journal of Chemical Education 71 (March 1994), 184–190.

Mathematics

• Alan H. Schoenfeld, Cognitive Science and Mathematics Education (Hillsdale: Lawrence Erlbaum Associates, 1987).

History

• Lendol Calder, “Looking for Learning in the History Survey,”Perspectives 40 (March 2002), 43–45.
• Samuel S. Wineburg, “Probing the Depths of Students’ Historical Knowledge,”Perspectives 30 (March 1992), 1–24.
• Samuel S. Wineburg, “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence,” Journal of Educational Psychology 83 (March 1991), 73–87.

Reading

• Catherine Crain-Thoreson, Marcia Z. Lippman, and Deborah McClendon-Magnuson, “Windows on Comprehension: Reading Comprehension Processes as Revealed by Two Think-Aloud Procedures,” Journal of Educational Psychology 89 (December 1997), 579–91.
• Linda Kucan and Isabel L. Beck, “Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction,” Review of Educational Research 67 (Fall 1997), 271–99.
• Rebecca Swearingen and Diane Allen, Classroom Assessment of Reading Processes (Boston: Houghton Mifflin, 1997), 21–25.
• Suzanne E. Wade, “Using Think Alouds to Assess Comprehension,” Reading Teacher 43 (March 1990), 442–51.