Using thinking aloud to enhance poor readers' vocabulary knowledge and comprehension

摘要

English reading proficiency is regarded as one of the major abilities of English language learning. However, poor readers who lack vocabulary knowledge and have difficulty in monitoring themselves in reading process struggle a lot in L2 reading. The aim of the study attempts to discuss poor readers reading problems and to explore how thinking aloud can enhance vocabulary knowledge and comprehension. Through literature research, the study finds that thinking aloud can be applied to help poor readers' problems and also assess readers' strengths and weaknesses. The revelation from thinking aloud can be further employed by teachers to adjust instruction on the basis of students' needs.