Introduction

Think Aloud Protocols (TAP) have emerged as a powerful tool in understanding and enhancing cognitive
processes, particularly in the realm of teaching reading to young bilingual students. Magaly Lavadenz's
research from Loyola Marymount University delves into the application of TAP as a pedagogical strategy,
shedding light on its effectiveness in unraveling the intricacies of reading processes in bilingual learners.
This critical essay explores the key findings and implications of Lavadenz's study, while also examining
the broader implications for educational practices.

In the research study conducted by Magaly Lavadenz from Loyola Marymount University, the focus was
on teaching reading processes to young bilingual students. The study aimed to explore the effectiveness
of using think-aloud protocols as a teaching strategy in improving reading comprehension skills among
this specific group of learners. Think-aloud protocols involve verbalizing one's thoughts while engaging
in a task, which allows for metacognitive awareness and reflection.

Lavadenz's research found that think-aloud protocols had a positive impact on the reading processes of
young bilingual students. By explicitly modeling their thinking process, teachers were able to guide
students in understanding and applying various reading strategies such as predicting, summarizing, and
making connections. This approach helped students develop their metacognitive skills, enabling them to
monitor their own comprehension and identify areas where they needed additional support.

Moreover, incorporating think-aloud protocols into classroom instruction created an inclusive learning
environment that valued diverse linguistic backgrounds. Bilingual students were able to use their native
language as a resource while engaging in the think-aloud process, which enhanced their understanding
and engagement with the text.

The findings of this study align with previous research that emphasizes the importance of metacognition
in reading comprehension development (Baker & Brown, 1984; Paris & Jacobs, 1984). By explicitly
teaching young bilingual students how to think about their thinking during reading activities, educators
can empower them with effective strategies for comprehending texts across different languages.

Lavadenz's research highlights the significance of using think-aloud protocols as an instructional tool for
teaching reading processes to young bilingual students. By incorporating this strategy into classroom
practices, educators can foster metacognitive awareness and enhance reading comprehension skills
among these learners. This approach not only supports academic achievement but also promotes
inclusivity by valuing diverse linguistic backgrounds within the classroom
Understanding Think Aloud Protocols

Think Aloud Protocols involve individuals verbalizing their thoughts while engaging in a specific task or
problem-solving activity. In the context of teaching reading, TAP serves as a window into the cognitive
processes that young bilingual students undergo during literacy tasks. Lavadenz's study emphasizes the
significance of TAP in capturing the nuances of comprehension, decoding, and language integration in
bilingual learners.

Cognitive Insight into Bilingual Reading Processes

Lavadenz's research employs TAP to unravel the cognitive intricacies of bilingual students as they
navigate the complexities of reading. Through meticulous analysis of verbalized thoughts, the study
offers valuable insights into the challenges and strategies employed by young bilingual readers. The
utilization of TAP unveils the cognitive processes involved in decoding language, understanding
vocabulary, and making connections between linguistic elements. This insight is crucial for educators
seeking to tailor their instructional approaches to meet the unique needs of bilingual learners.

Citations Supporting TAP Efficacy

The efficacy of Think Aloud Protocols in elucidating cognitive processes aligns with existing literature on
metacognition and language acquisition. According to Pressley and Afflerbach (1995), metacognitive
strategies, such as verbalizing thoughts, play a pivotal role in comprehension and skill development.
Additionally, Vygotsky's socio-cultural theory (1978) posits that verbalization is a key mechanism for
internalizing and mastering cognitive processes. Lavadenz's use of TAP resonates with these theoretical
frameworks, substantiating the pedagogical value of verbalized cognitive processes in the learning
environment.

Implications for Pedagogy

The application of TAP in Lavadenz's study holds profound implications for pedagogical practices,
particularly in the realm of bilingual education. By uncovering the cognitive processes involved in
reading, educators gain a deeper understanding of the challenges faced by young bilingual readers. This
knowledge empowers teachers to design targeted interventions that address specific linguistic and
cognitive needs. Furthermore, the emphasis on metacognitive awareness through TAP aligns with the
broader educational goal of fostering independent and strategic learners.

Challenges and Considerations

While TAP proves to be a valuable tool in understanding bilingual reading processes, challenges and
considerations must be acknowledged. The extent to which verbalized thoughts accurately represent
internal cognitive processes may vary among individuals. Moreover, cultural and linguistic nuances may
impact the interpretation of verbalized expressions. Future research should explore these challenges to
refine the application of TAP in diverse educational settings.

Magaly Lavadenz's research on Think Aloud Protocols provides a compelling exploration of the cognitive
processes involved in teaching reading to young bilingual students. Through the lens of TAP, the study
offers a nuanced understanding of the challenges and strategies employed by bilingual learners during
literacy tasks. The integration of citations from established literature strengthens the validity of TAP as a
pedagogical tool. As educators continue to seek effective strategies for fostering literacy in diverse
classrooms, Lavadenz's research paves the way for a more informed and tailored approach to teaching
reading to young bilingual students.

The research tool utilized in the study conducted by Magaly Lavadenz from Loyola Marymount
University is a combination of the iPad, think aloud protocol, play, and photovoice. This research tool
was employed to investigate the teaching of reading processes to young bilingual students.

The iPad was used as a technological device to engage students in interactive literacy activities. It
provided a platform for students to practice their reading skills through various educational apps and
games. The use of the iPad allowed for individualized instruction and immediate feedback, enhancing
the learning experience for these young learners.

The think aloud protocol was employed as a method for students to verbalize their thought processes
while reading. This technique helped researchers gain insight into how these bilingual students
approached reading tasks and identified any difficulties they encountered. By understanding their
cognitive processes, educators can tailor instruction to meet their specific needs.

Play was incorporated into this research tool as it has been shown to be an effective way for young
children to learn. Through play-based activities, such as role-playing or storytelling, students were able
to develop their language skills and engage with literacy in a fun and meaningful way.

Photovoice was utilized as a visual representation of student experiences with literacy. Students were
given cameras and asked to capture images that represented their understanding of reading processes.
These photographs provided researchers with valuable insights into how these young bilingual learners
perceived literacy and how it impacted their lives.

Overall, this research tool encompassed various elements that aimed at promoting emergent/early
literacy among young bilingual students. It combined technology, cognitive processes, play-based
learning, and visual representation to create an innovative approach towards teaching reading skills in
this population.

Think Aloud Protocols (TAP) have emerged as a valuable research tool in studying emergent and early
literacy, particularly in young bilingual students. In this critical essay, we will delve into the utilization of
TAP, along with the incorporation of iPads, Play, and Photovoice, examining their appropriateness,
challenges, and potential for the propagation of research in emergent/early literacy.

Critically Describing the Research Tool

Think Aloud Protocols involve individuals verbalizing their thoughts as they perform a task, offering
insight into their cognitive processes. Magaly Lavadenz's research at Loyola Marymount University adds
depth to TAP by integrating iPads, Play, and Photovoice. iPads provide a digital platform, while Play and
Photovoice add a multimodal dimension, allowing for a holistic understanding of young bilingual
students' reading processes.
Critically Analyzing Appropriateness

The appropriateness of TAP in gathering data from children lies in its ability to capture real-time
cognitive processes. However, challenges may arise due to language barriers, as bilingual students may
struggle to articulate thoughts in a second language. Additionally, the integration of iPads, Play, and
Photovoice adds complexity, demanding a balance to ensure a child-friendly and effective research
environment.

Accounting for Challenges or Barriers

Language proficiency poses a significant challenge, as TAP relies on verbal expression. Young bilingual
students may lack the vocabulary or confidence to articulate their thoughts, potentially limiting the data
collected. Moreover, technological glitches, reluctance to engage in Play or Photovoice activities, and
potential distractions from the novelty of devices pose additional challenges.

Addressing Challenges through Careful Tool Development

To address language barriers, researchers could employ a combination of TAP and alternative methods
such as drawings or gestures. Careful training and scaffolding can enhance children's confidence in
expressing thoughts. Technological challenges may be mitigated through thorough testing and piloting
of the digital tools. The integration of Play and Photovoice should be designed with cultural sensitivity,
ensuring activities resonate with diverse backgrounds.

Propagation of Research in Emergent/Early Literacy

Careful and deliberate selection and development of the research tool are crucial for the propagation of
research in emergent/early literacy. A refined TAP, tailored to the unique needs of young bilingual
students, ensures richer data. The inclusion of iPads, Play, and Photovoice adds depth, making research
more engaging for participants and fostering a nuanced understanding of literacy development.

Think Aloud Protocols, coupled with iPads, Play, and Photovoice, form a potent combination for studying
emergent/early literacy in young bilingual students. The critical analysis underscores the
appropriateness of these tools, acknowledges challenges, and proposes strategies for careful tool
development. By navigating language barriers and technological complexities, researchers can unlock
the full potential of these tools, paving the way for a more comprehensive understanding of
emergent/early literacy.

Lavadenz, M. (Year). Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students.
Loyola Marymount University.

Pressley, M., & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively
Responsive Reading. Hillsdale, NJ: Lawrence Erlbaum Associates.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge,
MA: Harvard University Press.