The Effects of Inference Training and Practice on Young Children's Reading Comprehension

Hansen, Jane

doi:10.2307/747409

Cited by 133 publications

(86 citation statements)

References 56 publications

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“…In addition, observational studies (e.g., Guszak, 1967;Hansen, 1981) reveal that little instructional time is devoted to inferential thinking. Therefore, the difficulty children may have with answering inferential questions in reading classes may stem from a distinction they have drawn between everyday life and life in reading classes.…”

Section: Discussionmentioning

confidence: 99%

“…The present research is best viewed as an extension of the work on inference training conducted by Hansen (1981).…”

Section: An Instructional Studymentioning

confidence: 99%

“…This ratio reflects teacher questioning patterns most commonly found in elementary reading discussions and basal reader teachers' manuals (Guszak, 1967;Hansen, 1981). (1) A cat's paws are also interesting.…”

Section: What Is the Title Of The Story?mentioning

confidence: 99%

“…On the day when the stories were discussed, the practice-only approach (from Hansen, 1981) was used with the experimental groups. They participated in a discussion composed entirely of inferential questions.…”

Section: What Is the Title Of The Story?mentioning

confidence: 99%

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An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers.

Hansen

Pearson²

1983

Journal of Educational Psychology

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218

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Four classroom teachers provided instruction to improve the inferential comprehension of 40 good and poor 4th-grade readers, as determined by scores on the Stanford Achievement Test. The experimental treatment consisted of 3 parts: (a) making students aware of the importance of drawing inferences between new information and existing knowledge structures; (b) getting students to discuss, prior to reading, something they had done that was similar to the events in the text and to hypothesize what would happen in the text; and (c) providing students with many inferential questions to discuss after reading the selection. Results show that poor readers benefited significantly from the instruction, but good readers did not. This differential effect was attributed to the dissimilar aptitudes of good and poor readers and the dissimilar instructional methods that are used with good and poor readers in schools. Conclusions focus on the positive prospect of modeling successful instructional procedures on theoretical, basic research. (24 ref)

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Section: Discussionmentioning

confidence: 99%

“…The present research is best viewed as an extension of the work on inference training conducted by Hansen (1981).…”

Section: An Instructional Studymentioning

confidence: 99%

Section: What Is the Title Of The Story?mentioning

confidence: 99%

Section: What Is the Title Of The Story?mentioning

confidence: 99%

See 2 more Smart Citations

An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers.

Hansen

Pearson²

1983

Journal of Educational Psychology

Self Cite

218

View full text Add to dashboard Cite

show abstract

“…Because research on readers' prediction strategies has important implications for theories of reading comprehension (Collins & Smith, 1982) and classroom instruction (e.g., Hansen, 1981;Palincsar & Brown, 1984;Shanahan, 1986), it is important to further investigate the role of prediction in comprehension. The study reported in this paper examined the influence of readers' content domain prior knowledge, and the genre of text on the prediction strategies of competent readers.…”

mentioning

confidence: 99%

The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies

Afflerbach

1990

Journal of Reading Behavior

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This study examined the influence of prior knowledge and text genre on readers' prediction strategies. Three groups of subjects read two genres of text (short stories and essays), and gave verbal reports of their prediction strategies while reading. Next, subjects rated the texts in terms of relative familiarity of text content. Quantitative analysis of the think-aloud protocols indicated statistically significant differences in frequency of reports of predictions for particular texts. Subjects reported making significantly more predictions on the essays rated more familiar, and on the story which was rated more familiar. There were no significant differences in frequency of reported predictions on the short story and essay which were rated most familiar. Results indicate that readers' prior knowledge for the content of the text may significantly influence the nature of readers' prediction strategies. Qualitative analysis of protocols allowed for examination of the variation in the types of predictions and prediction-related strategies which were used by readers in this study. Implications of findings for reading comprehension theory and educational practice are discussed.

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Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

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Researchers have consistently found a link between the quality of early parent–child book‐reading interactions and children's language skill. Two aspects of quality (level of abstraction and utterance function) were examined simultaneously in the current study to further refine our understanding of how parents’ talk during shared reading predicts children's vocabulary growth and elicits children's participation in book reading. To achieve this aim, the authors examined mothers’ extratextual utterances while reading to their preschool children across a continuum of four levels of abstraction (two literal and two inferential) and in terms of utterance function (wh‐ question, yes/no question, and statement). In a sample of 49 mother–child dyads (mean child age = 4.47 years), the authors found that mothers’ inferential yes/no questions and statements predicted children's receptive vocabulary growth over six months, controlling for children's age, mothers’ education, and frequency of reading, and that mothers’ inferential wh‐ questions and literal utterances of all types were not predictive of children's vocabulary growth. Using sequential analysis, the authors also found significant contingencies between mothers’ utterances and children's responses during shared reading that were within the same level of abstraction across all utterance functions. These results are discussed in relation to prior work that has largely examined these two qualities of parent–child book interactions separately.

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The Effects of Inference Training and Practice on Young Children's Reading Comprehension

Cited by 133 publications

References 56 publications

An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers.

An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers.

The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies

Maternal Inferential Input and Children's Language Skills

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