Text Type and Reader Ability: The Effects on Paraphrase and Text-Based Inference Questions

Abstract

This study investigated good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Subjects were selected that differed only on reading comprehension, not decoding accuracy or language comprehension, and were asked text-based informational and logical inference questions which were classified according to the Warren, Nicholas, and Trabasso (1979) inference taxonomy. Subjects were also asked questions that paraphrased the verbatim information in the text. Dependent measures were researcher-designed questions and reading times for each text. Results indicate that (a) logical textbased inference questions were significantly more difficult to answer than either informational inference questions or paraphrase questions, but only after reading narrative stories; (b) paraphrase questions were as difficult to answer as informational inference questions on both types of text; (c) expository passages were significantly more difficult for the children to understand than narrative stories; (d) good readers answered significantly more textbased inference questions and paraphrase questions than poor readers on both types of text; and (e) good readers read the texts faster than poor readers.

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability

“…It is important to note that the current research did not compare reading comprehension in different orthographies, and more cross-linguistic studies are needed to have a better understanding of reading comprehension processes in the different language systems. In addition, future research should take a closer look at that interaction across different types of questions and genres and include texts that have various readability levels as well (Kaplan, 2007;Olson, 1985).…”

Perspective‐driven text comprehension

“…Lehto & Anttila, 2003;Olson, 1985;Tun, 1989;Zabrucky & Moore, 1999;Zabrucky & Ratner, 1992). There are several potential reasons for this difference.…”

Logical Inference Skills in Adult Reading Comprehension: Effects of Age and Formal Education

“…There is no need to examine Nellie to see if she is indeed an animal; the form of the premises, not their content, determines the conclusion. Although the distinction between probable and necessary inferences is an important one in reasoning studies, it is rarely acknowledged in reading studies, which typically involve only probable inferences (Allen, 1985;Casteel, 1993;Casteel & Simpson, 1991;Graesser & Kreutz, 1993;Hansen & Pearson, 1983;Kavale & Schreiner, 1979;Lipson, 1982;McConaughy, 1982;McCormick, 1992;Olson, 1985;Pearson, Hansen, & Gordon, 1979;Pitts & Thompson, 1984). Although reading and reasoning studies differ in their approaches to studying inference-making, several aspects of this process have been considered in both areas.…”