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

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页码：258 / 274

页数：17

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