Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12

Ahmed, Yusra; Francis, D.; York, Mary; Fletcher, Jack Μ.; Barnes, Marcia A.; Kulesz, Paulina A.

doi:10.1016/j.cedpsych.2016.02.002

Cited by 147 publications

(145 citation statements)

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“…In general, the measures of intelligence and reading comprehension were significantly related to most of the reasoning conditions, without showing differential association with the imaginable and neutral conditions, which were used to compute the visual impedance effect. A relation between reasoning and reading (accuracy, time, and, especially, comprehension) has been validated through this study's findings, in agreement with previous studies (Ahmed et al, 2016;Cromley & Azevedo, 2007;Graesser, Singer, & Trabasso, 1994;Kendeou et al, 2014;Segers & Verhoeven, 2016;Tzeng, 2010). Inference making, which is a basic process in reasoning, is also a significant element of reading comprehension (Daugaard et al, 2017).…”

Section: Discussionsupporting

confidence: 91%

“…A relation between reasoning and reading (accuracy, time, and, especially, comprehension) has been validated through this study's findings, in agreement with previous studies (Ahmed et al, 2016;Cromley & Azevedo, 2007;Graesser, Singer, & Trabasso, 1994;Kendeou et al, 2014;Segers & Verhoeven, 2016;Tzeng, 2010). In general, the measures of intelligence and reading comprehension were significantly related to most of the reasoning conditions, without showing differential association with the imaginable and neutral conditions, which were used to compute the visual impedance effect.…”

Section: Discussionsupporting

confidence: 90%

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Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task

2019

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This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task

2019

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“…The results of Cromley and Azevedo (2007), Ahmed et al (2016), and Segers and Verhoeven (2016) lend support to the proposal that inference making is supported by word knowledge (see also, Cain & Oakhill, 2014;Perfetti, Yang, & Schmalhofer, 2008). Importantly though, neither of the studies assessed whether the data supported an alternative hypothesis: that vocabulary mediates the effect of inference making on reading comprehension.…”

Section: [Figure 1]mentioning

confidence: 59%

“…In the study by Segers and Verhoeven (2016), vocabulary was also assessed with a pen and pencil test, in which children were asked to choose a synonym (from four alternatives) of an underlined word in a sentence. Interestingly, an important finding by Ahmed et al (2016) was that when method bias (arising from the reading requirements of component skill test formats) was controlled statistically, this reduced the importance of vocabulary and increased the importance of inference making. The vocabulary variable by Ahmed et al (2016) included a reading vocabulary test (the same test as Cromley and Azevedo), a word-learning test and an oral vocabulary test (administered with half of the participants).…”

Section: [Figure 1]mentioning

confidence: 99%

“…Cromley and Azevedo tested the Direct and Inferential Mediation (DIME) model of reading comprehension with high school students and found that vocabulary had a moderate direct effect on reading comprehension and also a small but significant indirect effect through inference making. Ahmed et al (2016) conducted a replication study on the DIME model of Cromley and Azevedo (2007) with a large sample of middle and high school students (grades 7 to 12).…”

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confidence: 99%

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From words to text: inference making mediates the role of vocabulary in children’s reading comprehension

2017

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The members of LaCPI also included postdoc Rikke Vang Christensen and eighteen students. We Running head: INFERENCES AND VOCABULARY IN READING COMPREHENSION 2 would like to thank all the members of LaCPI as well as the children, parents, and schools who participated in the study. AbstractWe examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children's reading comprehension in 62 6 th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of the effect of inference making on comprehension) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley &

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Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

Guerra

Kronmüller

2019

Reading Research Quarterly

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An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on word‐to‐text integration during reading. In a self‐paced reading study, the authors measured participants’ integration of words across sentence boundaries by comparing reading times at a critical word and the subsequent region, when preceded by the same critical word (repetition condition), by a lexically associated word (association condition), or by a word with no direct lexical link (inference condition). Furthermore, the authors assessed vocabulary knowledge, text comprehension, working memory, decoding, and fluid intelligence in the sample. Results showed that richer vocabulary was associated with immediate integration, as evidenced by reading time differences between the critical word and the subsequent word in the inference condition. Other individual differences did not predict self‐paced reading times. Findings suggest that lexical knowledge plays a stronger role relative to other individual skills in online inference making and contributes to refining understanding of the mechanisms that underlie efficient reading.

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Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12

Cited by 147 publications

References 37 publications

Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task

Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task

From words to text: inference making mediates the role of vocabulary in children’s reading comprehension

Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

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