The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter challenges and show how to resolve them using specific strategies, are more effective than expert models according to which tasks are completed at a level of mastery. The paper reviews learning theories and focuses on specific practices that can support learners' self-regulation through the use of models that verbalize and make visible both the use of strategies and problem-solving applications on behavior and use of procedural facilitators that support strategy use. Specific recommendations for teachers' classroom application are included as well as examples to guide their work.