本文探討『有聲思考』在閱讀中所扮演的角色。『有聲思考』是指將原本 內在且靜態的思考活動內容，以口述方式表達出來。此法被廣泛應用於心理學 及教育學研究，以觀察思考過程。本文用『有聲思考法』，來研究閱讀過程。 二組英文程度不同的大學生參與此實驗。每位參與者朗讀兩篇英文文章，其中 一篇只朗讀，另一篇朗讀之外，還用『有聲思考法』報告讀完每句後心裡的想 法。每位參與者在讀完每篇文章後都要口述文章大意。研究結果發現，英文程 度較差的學生，在經『有聲思考』閱讀後，內容大意的敘述較充實，理解能力 顯然比只有朗讀時高。有鑑於此，本文建議將『有聲思考法』，列入閱讀教學 中以幫助英文程度較差學生，提高閱讀能力。

　　　　　This paper explores the significant role verbal report plays in the study of reading comprehension. Verbal report methods have been used in psychological experiments and educational studies to obtain information in the area of communication strategies, test taking, translation and other language related enquiries. In this study, think-aloud technique, a specific type of verbal report, was used as a means to study reading comprehension. Two different EFL reading proficiency, groups of 16 freshmen were asked to read aloud and summarize two passages of similar length and difficulty. Both groups were instructed to think aloud while reading aloud one of the articles. It was found that think-aloud facilitated lower EFL proficiency readers' comprehemsion. For less proficient ESL readers, comprehension- as assessed by retelling protocols- improved significantly with the passage that was read aloud with the think-aloud method. The result of this study calls attention to the incorporation of verbal reports in the remedial instruction of reading.