A think-aloud protocol study examined changes in real-time cognitive, metacognitive, and motivation processing that may have resulted from reading-strategy training. Eighth-grade students participated in 4 weeks of reading-strategy training during social studies class. Students used their own social studies text during the training. Fourteen participants performed think-aloud protocols and comprehension tasks prior to, and following strategy training. Significant increases in the proportion of participants' use of one summarization strategy, and in overall use of a composite categorization of comprehension strategies were found. No other processing changes were identified. Ability to use trained strategies, and comprehension performance increased significantly. Significant findings were attributed to changes among a few individual readers, and thus, the impact of the training may be characterized as limited. Future research might examine real-time and performance effects using a variety of training methods, as well as include data related to real-time processing during task performance. (Contains 29 references and 9 tables of data. Appendixes present directions for think-aloud training, a think-aloud protocol scoring scheme, examples of segmented and scored protocols, and a teacher's description of training procedures.) (Author/RS)