Effects of Comprehension Skill on Inference Generation during Reading

被引：17

作者：

Carlson, Sarah E. ^{[1
]}

van den Broek, Paul ^{[2
]}

McMaster, Kristen ^{[3
]}

Rapp, David N. ^{[4
,5
]}

Bohn-Gettler, Catherine M. ^{[6
]}

Kendeou, Panayiota ^{[3
]}

White, Mary Jane ^{[3
]}

机构：

[1] Univ Oregon, Ctr Teaching & Learning, Eugene, OR 97403 USA

[2] Leiden Univ, Dept Educ & Child Studies, Leiden, Netherlands

[3] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA

[4] Northwestern Univ, Dept Psychol, Evanston, IL USA

[5] Northwestern Univ, Sch Educ & Social Psychol, Evanston, IL USA

[6] St Johns Univ, Coll St Benedict, Dept Educ, St Joseph, MN USA

来源：

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION | 2014年 / 61卷 / 03期

关键词：

causal questioning; coherence; comprehension processes; comprehension skills; individual differences; inference generation; CURRICULUM-BASED MEASUREMENT; NARRATIVE COMPREHENSION; INDIVIDUAL-DIFFERENCES; CHILDREN; ABILITY; READERS; TEXT; INTERVENTION; CONSTRUCTION; KNOWLEDGE;

D O I：

10.1080/1034912X.2014.934004

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n = 74) with different levels of comprehension skill read narrative texts aloud and were asked causal questions at specific points during reading. Responses to questions were examined for the types of inferences the readers made during reading. There was no main effect of comprehension skill in terms of readers' text-based inferences made in response to the causal questions. However, readers differed in their use of knowledge-based inferences in response to the causal questions, and in particular knowledge-based inferences that connected to related text information. Results are discussed in terms of individual differences that can influence attempts at maintaining coherence during reading.

引用

下载

页码：258 / 274

页数：17

共 50 条

[1] EXAMINING ASSOCIATIONS BETWEEN READING MOTIVATION AND INFERENCE GENERATION BEYOND READING COMPREHENSION SKILL
Clinton, Virginia
READING PSYCHOLOGY, 2015, 36 (06) : 473 - 498
[2] The influence of reading purpose on inference generation and comprehension in reading
Narvaez, D
van den Broek, P
Ruiz, AB
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1999, 91 (03) : 488 - 496
[3] The role of reading purpose on comprehension and inference generation
Oliva, P
Larcan, R
Cuzzocrea, F
Sorrenti, L
INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2004, 39 (5-6) : 57 - 58
[4] Skill Moderators of the Effects of a Reading Comprehension Intervention
Clemens, Nathan H.
Oslund, Eric
Kwok, Oi-man
Fogarty, Melissa
Simmons, Deborah
Davis, John L.
EXCEPTIONAL CHILDREN, 2019, 85 (02) : 197 - 211
[5] EXAMINING THE EFFECTS OF SKILL LEVEL AND READING MODALITY ON READING COMPREHENSION
Dickens, Rachel H.
Meisinger, Elizabeth B.
READING PSYCHOLOGY, 2016, 37 (02) : 318 - 337
[6] The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties
Hall, Colby
Vaughn, Sharon
Barnes, Marcia A.
Stewart, Alicia A.
Austin, Christy R.
Roberts, Greg
REMEDIAL AND SPECIAL EDUCATION, 2020, 41 (05) : 259 - 270
[7] A THEORY OF INFERENCE GENERATION DURING TEXT COMPREHENSION
GRAESSER, AC
KREUZ, RJ
DISCOURSE PROCESSES, 1993, 16 (1-2) : 145 - 160
[8] Illustrations and inference generation during text comprehension
Maury, P
INTERNATIONAL JOURNAL OF PSYCHOLOGY, 1996, 31 (3-4) : 3484 - 3484
[9] INFERENCE GENERATION DURING THE COMPREHENSION OF EXPOSITORY TEXT
GRAESSER, AC
MILLIS, KK
MORGAN, D
BULLETIN OF THE PSYCHONOMIC SOCIETY, 1988, 26 (06) : 518 - 518
[10] INFERENCE GENERATION DURING TEXT COMPREHENSION - INTRODUCTION
GRAESSER, AC
DISCOURSE PROCESSES, 1993, 16 (1-2) : 1 - 1

← 1 2 3 4 5 →