Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

Abstract

This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence), and depth of an inference (making single lexical inferences versus combining multiple lexical inferences), as well as the type of searching strategy (forward versus backward). Results indicated that, compared to a control group (n = 51), children who followed the experimental training (n = 67) improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a ‘level of text representation’-approach can provide a useful framework to teach inference making skills to third and fourth graders.

Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

“…Comprehending science-related texts (as in some of the materials used in this study) relies even more on making inferences from existing background knowledge. Instructors shall also be instrumental in guiding children to generate knowledgebased or text-based inferences by encouraging children to connect information presented in non-adjacent parts in the text (McNamara and Magliano, 2009;Bos et al, 2016). In the current study, the requirement to adhere to the teaching protocol might have hindered instructors from engaging in more robust exchange with children to assist children in tapping into their existing knowledge pool and making inferences.…”

Reading comprehension from grade 1 to 6 in two shallow orthographies: comparison of Estonian and Finnish students

“…PISA findings, taken together with our results, give merit to Tire et al (2010) suggestion that in Estonian schools too little attention is paid on more challenging tasks, which could enable students to attain the highest mastery of reading comprehension. Research has shown high efficiency of these kinds of tasks which promote higher level cognitive processes during reading, such as inference making (Bos et al 2016) and comprehension monitoring (Berkeley and Riccomini 2013). For example, inference-making skills might be supported by predictive reading and verifying the predictions made, distinguishing main issues from side issues, or using textual clues to understand what is implied (Bos et al 2016;van Keer 2004).…”

“…Research has shown high efficiency of these kinds of tasks which promote higher level cognitive processes during reading, such as inference making (Bos et al 2016) and comprehension monitoring (Berkeley and Riccomini 2013). For example, inference-making skills might be supported by predictive reading and verifying the predictions made, distinguishing main issues from side issues, or using textual clues to understand what is implied (Bos et al 2016;van Keer 2004). Students' comprehension monitoring and regulation of their understanding should be taught by rereading, adjusting reading speed, or tracing the meaning of unfamiliar words or expressions (van Keer 2004).…”

Evaluating University Students’ Inference Making Ability: A Study at Bachelor Level in Pakistan

“…Inference making ability helps readers to infer implied meanings, resolve ambiguities and vagueness and fill gaps in spatial, temporal and causal descriptions by supplementing their situation model representation which is one of the three levels of text representation. These researchers also claim that readers are required to construct coherent situation model from text by connecting the core ideas they read to the previous information they have (Bos et al, 2016). Inference making is such a skill as is very essential in reading comprehension because inference skills and background knowledge of readers establish situation model which helps reading comprehension.…”

“…Apart from these strategies, these EFL learners use discourse context, background knowledge and syntactic knowledge for lexical inferencing. Bos et al (2016) have conducted an experimental study to improve reading comprehension skill through a situation model approach by training inference making skills. The participants (n = 143) of this study were the third and fourth grade students.…”