Thethink-aloudmethodhasbeenwidelyusedincognitivestudies,andinparticular,inthestudiesoftheon-goingprocessesinreadingcomprehension.Itisaneffectivetool,ifusedproperly,inrevealinghowthereaderprocessesthetextinformationandsolveshis/hercomprehensionproblemsusingdifferentkindsofstrategiesduringtextprocessing.Asaresult,itallowsustohaveaglimpseofthereader’scognitiveprocessesduringtextprocessingthatwecannotseeunderothersituations,andallowsustofindouttheprocessingstrengthsofthereaderaswellasthelimitationsandproblemsofhis/herprocessingstrategies.Therefore,itcanbeusefulindiagnosingstudents’readingproblems.Althoughthethink-aloudmethodispopularincognitivestudies,itisdifficulttomanage.Thispaperofferssomesuggestionsondesigningaprogramfordiagnosingreadingproblemstocontrolthefactorsthataffectthethink-aloudperformance.
