{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,8]],"date-time":"2025-12-08T22:16:18Z","timestamp":1765232178373,"version":"3.37.3"},"reference-count":33,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2014,9,2]],"date-time":"2014-09-02T00:00:00Z","timestamp":1409616000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100000155","name":"Social Sciences and Humanities Research Council of Canada","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100000155","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2014,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Many lines of evidence now suggest that inferencing plays a substantial role in text comprehension. However, inferencing appears to be difficult for children with language impairments, many of whom are also struggling readers.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To assess the effects of a \u2018think\u2010aloud\u2019 procedure on inference generation and narrative text comprehension by children with expressive\u2013receptive specific language impairment (SLI) and age\u2010matched peers with typical language development (TLD).<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>An SLI group (<jats:italic>n<\/jats:italic> = 12; mean age = 10;5) and an age\u2010matched TLD group (<jats:italic>n<\/jats:italic> = 12) participated in the study. Narrative passages were read silently by participants and simultaneously read aloud by the examiner in two conditions: (1) uninterrupted reading and (2) a think\u2010aloud, in which children verbalized their understanding as the text was read. Following the passages in both conditions, children responded to comprehension questions requiring either literal or inferential information (specifically, \u2018informational\u2019 and \u2018causal\u2019 inferences). The children's comprehension scores were analysed by group, condition and question type. The statements children generated during the think\u2010aloud were also compared by group and examined in relation to children's comprehension scores.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>The SLI group scored lower than the TLD group on all questions (literal, informational and causal), in both conditions. For both groups, however, comprehension scores on all three types of questions increased when the think\u2010aloud procedure was implemented. During the think\u2010aloud, the SLI group generated a comparable number of literal statements compared with the TLD group, but fewer informational and causal statements. The number of causal statements children made correlated with their scores on the inferential comprehension questions.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>Children with expressive\u2013receptive SLI showed poorer comprehension of narrative texts than children with TLD, as expected. However, both groups\u2019 comprehension improved when participating in the think\u2010aloud condition. While further investigation is warranted, the think\u2010aloud procedure shows promise as a strategy to enhance narrative text comprehension in school\u2010age children with, and without, language impairments.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12081","type":"journal-article","created":{"date-parts":[[2014,9,2]],"date-time":"2014-09-02T12:07:07Z","timestamp":1409659627000},"page":"637-648","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Thinking aloud: effects on text comprehension by children with specific language impairment and their peers"],"prefix":"10.1111","volume":"49","author":[{"given":"Brenna","family":"McClintock","sequence":"first","affiliation":[{"name":"Department of Education Concordia University  Montreal QC Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Diane","family":"Pesco","sequence":"additional","affiliation":[{"name":"Department of Education Concordia University  Montreal QC Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sandra","family":"Martin\u2010Chang","sequence":"additional","affiliation":[{"name":"Department of Education Concordia University  Montreal QC Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2014,9,2]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820802051788"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshr.3501.119"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1348\/026151004X20685"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820410001723390"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1348\/000709904X22674"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1008084120205"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03196414"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2008\/07-0259)"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2002\/093)"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797610375449"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820701366147"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1177\/074193258600700104"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00401799"},{"key":"e_1_2_10_16_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820600693013"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.95.2.163"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.3102\/00346543067003271"},{"key":"e_1_2_10_19_1","doi-asserted-by":"publisher","DOI":"10.1044\/1058-0360(2008\/07-0074)"},{"key":"e_1_2_10_20_1","first-page":"436","article-title":"The use of think\u2010aloud protocols to compare the inferencing abilities in average and below\u2010average readers","volume":"6","author":"Laing S. 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