Using think-aloud methods to investigate inter- and intra-individual differences in reading processes

To understand how people read, one needs to gain insight into the processes by which they engage with a text and by which they construct meaning. This paper discusses the use of Think-aloud methodologies to investigate such processes as well as differences in processes between and within individuals. Think-aloud methods have considerable potential as they may reveal the actual contents of reading processes but also pose methodological and interpretational challenges. I discuss such potential and challenges, and reflect on considerations for methodological choices that optimize potential and mitigate challenges. I illustrate these issues by reviewing empirical studies on three dimensions of inter- and intra-individual differences in reading behavior (reading skill, processing profile, and reading goals/standards of coherence). The purpose is to give researchers food for thought on how Think-aloud methods can be used best to investigate (differences in) reading behavior and how to make informed choices about the design of their Think-aloud studies.