| Abstract: | Describes an assessment technique derived from the process assessment model: the think-aloud protocol analysis. Three bases for a conceptual shift in assessment are discussed: the link between assessment and intervention, the link between assessment and the environment, and assessment of the learning process. It is contended that think-aloud protocol analysis is useful because it offers an approach to assess the learning process with specific implications for intervention designed to improve reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
