An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders

Denton, Carolyn A.; York, Mary; Francis, D.; Haring, Christa; Ahmed, Yusra; Bidulescu, Adrian

doi:10.1111/ldrp.12134

Cited by 11 publications

(15 citation statements)

References 54 publications

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“…Barth and Elleman (2017) reported that middle grades struggling readers who received an intervention designed to simultaneously build content knowledge and teach multiple inference generation strategies made significant gains relative to a business-as-usual comparison group on a proximal measure of content knowledge and on a standardized measure of general reading comprehension. Denton et al (2017) found that ninth-graders with reading comprehension difficulties randomly assigned to a nine-session inference instruction intervention that included multisyllable word study, explicit instruction in inference generation, and guided practice in thinking aloud about text made moderate but nonsignificant gains relative to students in a business-as-usual comparison condition on proximal measures of inference skill. There has been no study that has investigated the effects of an inference instruction intervention on the inferential and general reading comprehension of students with reading comprehension difficulties who are ELs.…”

Section: Inference Instruction For Students With Reading Comprehensiomentioning

confidence: 96%

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

Hall

Vaughn

Barnes

et al. 2019

Remedial and Special Education

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Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

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Section: Inference Instruction For Students With Reading Comprehensiomentioning

confidence: 96%

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

Hall

Vaughn

Barnes

et al. 2019

Remedial and Special Education

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“…Moderation analyses permit investigations of differential intervention effects. Although prior reading intervention work across grade levels has investigated moderating effects of variables such as intervention fidelity and quality (Boardman et al, 2016), implementation by teachers versus paraeducators (Vadasy & Sanders, 2009), English-learner status (Vaughn, Martinez, & Wanzek, 2017), and ethnicity (Denton et al, 2017), investigations of the moderating effects of pretest reading skills on intervention effects in middle and secondary school have been infrequent. Lang et al (2009) contrasted four intensive interventions for struggling readers in high school and found that interventions were differentially effective for students based on their level of reading risk.…”

Section: Multicomponent Interventions May Be More or Less Beneficial mentioning

confidence: 99%

Skill Moderators of the Effects of a Reading Comprehension Intervention

Clemens

Oslund

Kwok

et al. 2018

Exceptional Children

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This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

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“…This reduced, poorly-connected text representation impairs the ability of PC to recall text ideas, particularly well-connected central ones, and answer comprehension questions, particularly integrative and inferential ones, after reading. Previous intervention studies, which have trained PC on the employment of high-level strategies during reading, have shown an improvement in poor comprehenders' text comprehension and memory (Brown, Palincsar, & Armbruster, 1984;Denton, York, Francis, Haring, Ahmed, & Bidulescu, 2017;Mcgee & Johnson, 2003;Ray & Meyer, 2011;Yuill & Joscelyne, 1988;Yuill & Oakhill, 1988). Similar intervention studies should further examine the effect of high-level strategies, especially the generation of connective inferences, on the remedy of centrality deficit in PC.…”

Section: The Effect Of Online Processing On Offline Performance By Poor Comprehendersmentioning

confidence: 93%

The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study

Yeari

Lantin

2020

Read Writ

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The present study employed a think-aloud method to explore the origin of a centrality deficit (i.e., poor recall of central ideas) found in poor comprehenders (PC). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by PC during reading, in order to shed more light on the cognitive underpinnings underlying their poor comprehension and memory after reading. To address these goals, adolescents with good and poor comprehension, matched on reading (decoding) skills, were asked to state aloud whatever comes to their mind during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Results indicated that PC exhibited lower performance than good comprehenders (GC) on the recall and comprehension tasks. The think-aloud protocols indicated that PC generated fewer responses than GC that reflect high-level, deep text processing, and more responses that reflect low-level, surface text processing. Furthermore, compared to GC, PC reinstated fewer prior text ideas, with this reduction being significantly greater for central than for peripheral ideas. Finally, the proportions of deep processing responses in general were positively associated with participants' performance on recall and comprehension tasks. These findings suggest that PC exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, poorly-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent text comprehension and memory. This explanation is further illuminated in the context of previous findings and theoretical accounts.

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An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders

Cited by 11 publications

References 54 publications

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

Skill Moderators of the Effects of a Reading Comprehension Intervention

The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study

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