The purpose of this paper is to provide a rationale for the use of think-aloud protocols in the study of second language reading. The think-aloud method is a research procedure in which subjects verbalize their thoughts while performing a task. It has recently been used with increasing frequency in the study of reading comprehension. Despite its increasing popularity, many researchers remain skeptical of the use of this procedure. This paper first describes the unique qualities of the think-aloud method. Then the major criticisms regarding the use of this method are discussed. After that, suggestions for the design and implementation of think-aloud studies are provided. Finally, the think-aloud protocols of two second language readers are presented to illustrate how think-aloud protocols can provide us with insights into the reader's mental processes. The conclusion of this paper is that if used appropriately, the think-aloud method can be a useful tool in reading research as well as instruction.
