APPLICATION OF A METACOGNITIVE STRATEGY TO ASSESSMENT, INTERVENTION, AND CONSULTATION - A THINK-ALOUD TECHNIQUE

Research on metacognition is reviewed and suggestions are made for app lication of this knowledge by school psychologists in assessment, inte rvention, and consultation. Two empirical studies illustrate the appli cation of a specific metacognitive strategy - the think-aloud procedur e - to assessment and intervention. The first study showed that asking students to give reasons for responses improved performance on a test of reading comprehension. The second study showed that incorporating the think-aloud technique in remedial reading instruction resulted in substantial gains in reading comprehension.