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

Abstract

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.

Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.

“…However, instructional studies that explicitly target higher order cognitions in L1 or L2 for dual language learners are scarce. An exception is a recent study where adolescent dual language learners (English learners) were provided with inference instruction in L2 and their L2 reading comprehension improved (Hall et al, 2020). Future studies are warranted to investigate the effect of higher order cognition instruction in L1 or L2 on literacy skills.…”

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

“…In investigating reading comprehension difficulties Capin et al (2022) reached the conclusion that word reading difficulties in grades 1-4 was the main reason. While Hall et al (2020) mentioned that inference is the main reason that led to reading comprehension difficulties among 6 th and 7 th grade students and inference instruction led to higher performance among 39 participants.…”

Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial

“…Indeed, inferencing interventions can improve reading comprehension (Elleman, 2017; Hall, 2016; McMaster & Espin, 2017), including for students identified as poor comprehenders or with disabilities (Barth & Elleman, 2017; Denton et al, 2017; Hall et al, 2020; Reed & Lynn, 2016). Most of these interventions were designed to support students in upper elementary and middle school.…”