Objective: The purpose of this investigation was to determine the effectiveness of the think aloud method in increasing the reading comprehension skills of children 7-9 years of age diagnosed with specific language impairment. Method: Four children ages 7-9 years were selected to participate in an ABA single-subject design. The think aloud method was the independent variable. This method was chosen to help the children become active participants in their learning processes as opposed to passive learners. The dependent variable was measured by the number of accurate responses to reading comprehension questions. Results: Upon conclusion of the withdrawal period, visual analysis of the results revealed an increase in comprehension responses for three of the four participants. Three participants showed a positive response to the intervention with accelerating trends and 100% nonoverlapping data. Participant 3 showed some improvement in their ability to respond to questions; however, the percentage of overlapping data points was 50%. The think aloud method may be a resourceful tool for increasing the reading comprehension skills of students diagnosed with specific language impairment.
