Reading aloud (RA) is a learning strategy commonly used to help younger students develop language comprehension skills and in adult literacy and language courses to help students master the pronunciation of words, grammar, and intonation. The authors propose that “reading aloud” (RA) immediately followed by “thinking aloud” (TA) during class can help college students enhance their reading abilities and cultivate their analytical thinking skills. This study explores the impact of a “read aloud–think aloud” (RA-TA) strategy in college-level biology courses.