Modeling Making Connections by Thinking Aloud

By modeling how fluent readers think about the text and problem solve as they read, we make the invisible act of reading visible. Modeling encourages children to develop the "habits of mind" proficient readers employ. Helping children find and make connections to stories and books requires them to relate the unfamiliar text to their relevant prior knowledge. There are several comprehension strategies that help children become knowledgeable readers. Three are:

1. Connecting the book to their own life experience
2. Connecting the book to other literature they have read
3. Connecting what they are reading to universal concepts
   (Keene & Zimmermann, 1997)

Common Types of Children’s Books Biography & autobiography Fiction Nonfiction & informational books Picture books Poetry including Mother Goose, nursery rhymes, and song Book series Traditional literature including fairytales, folktales, myths, fables, and tall tales

Helping children discover these connections requires planning and modeling. Tutors can encourage and support thinking, listening, and discussion, and model "think-alouds," which reveal the inner conversation readers have with the text as they read (Harvey & Goudvis, 2000). Tutors can point out connections between prior experiences and the story, similarities between books, and any relationship between the books and a larger concept.

Here are some examples of "think-alouds":

• To make connections between the book and your own life think aloud as you share. When you read the beginning of A River Dream by Allen Say, you can comment, "This book reminds me of the time my father took me fishing. Have you ever been fishing?"
• To make connections between related books with the same author or similar settings, characters, and concepts, say "Mufaro's Beautiful Daughters by John Steptoe is an African tale that is similar to the tale of Cinderella. Both stories are about sisters—one kind and the other spiteful. Do you know any stories about nice and mean sisters or brothers? Let's continue reading to find out other ways the stories are similar."
• To connect a book to a larger world or universal concept, say, "Stellaluna by Janell Cannon helps me understand that we are all the same in many ways, but it's our differences that make us special."

While fluent readers make these types of connections with ease, many readers do not. Children need to be shown this type of thinking and then asked to join in and participate in book conversations. This active involvement gives you, the tutor, a glimpse into each reader’s thinking.