During shared read alouds, what technique do teachers use to reveal their thinking processes?

Think Alouds are a valuable technique during shared read-aloud sessions as they allow teachers to demonstrate their cognitive processes while engaging with the text. By verbalizing their thoughts, questions, predictions, and connections, teachers model how to think critically and interact with the literature. This technique helps students understand how to derive meaning from texts, reflect on their own thoughts, and develop comprehension strategies. Through think alouds, teachers provide a window into their analytical thinking, fostering a collaborative learning environment where students can learn and practice similar skills. This modeling is particularly effective in developing students' ability to think critically and engage deeply with texts, which is a key component of effective reading instruction.

The other options, while beneficial in their own rights, do not specifically focus on the individual thought processes that think alouds highlight. Group discussions involve collaborative thinking rather than individual cognitive modeling, direct instruction tends to be more structured and teacher-centered without revealing think processes in real-time, and feedback loops focus on responses rather than inner thought processes during reading.