The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

Martinez-Lincoln, Amanda; Barnes, Marcia A.; Clemens, Nathan H.

doi:10.1007/s11881-020-00209-7

Cited by 7 publications

(9 citation statements)

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“…Six of the seven studies that exclusively enrolled multilingual learners were conducted with multilingual secondary or university students. Only one study (Martinez-Lincoln et al, 2021) directly compared the effectiveness of inference instruction for English language learners with their monolingual peers and found similar effects among the two groups for the teacher-led inference instruction. More research is certainly needed to understand how inference instruction may benefit multilingual students across different points of development.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, multilingual students often do not respond as well to reading instruction as their monolingual peers (Hall, Roberts, et al, 2016). When specifically examining inference instruction, Martinez-Lincoln et al (2021) found that English learners responded to the instruction similarly to monolingual students when it was teacher-led, but English learners did not respond as well to a computer-delivered intervention. Previous reviews of inference instruction have not included language status as a variable when examining the studies.…”

Section: Theoretical and Empirical Foundations Of Inferencing In Read...mentioning

confidence: 99%

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Inference skills for reading: A meta-analysis of instructional practices.

Rice,

Wijekumar

2024

Journal of Educational Psychology

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Theoretical models of reading comprehension have consistently highlighted the importance of inference generation in the meaning-making process. Additionally, previous research has indicated that instruction in making inferences is effective at improving inference ability and general reading comprehension. In this meta-analysis, we aimed to further examine the effectiveness of inference instruction considering the characteristics of participants, instruction, and outcomes that may have an impact on the effects. We identified 56 experimental and quasi-experimental studies (N = 5,088), including 81 independent samples and 138 effect sizes. Using robust variance estimation, inference instruction had a moderate, positive effect (g = 0.495, p , .001) on student inference skills and general comprehension. No significant differences in the effectiveness of the inference instruction were found across participant characteristics (grade, reading ability, and multilingual status) or outcome measures (type of measure or number of inferences assessed). For instructional characteristics, no significant differences were identified based on group size, the type of practice, the number of inferences taught, or the type of text. However, there was a statistically significant difference suggesting that reading text aloud to students (g = 0.28) may be less effective than when students read the text independently (g = 0.79) during instruction. Finally, study quality was evaluated as a moderator using six characteristics of quality, and no significant differences in effect size were found between studies of higher quality and those of lower quality. Thus, this review suggests that regardless of age, reading ability, type of instruction, and text, inference instruction would be worthy of implementation. Educational Impact and Implications StatementIn this meta-analysis, we identified instructional practices that improved students' inference skills and text comprehension. We found that inference instruction was effective for learners of all ages and reading abilities. Additionally, both inference question practice and strategy instruction were effective across a variety of instructional groupings, for various types of texts, and for a number of inference types taught. Students may benefit more from instruction when they practice reading the text independently rather than listening to the text read aloud. However, this finding should be explored further through experimental study.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical and Empirical Foundations Of Inferencing In Read...mentioning

confidence: 99%

Inference skills for reading: A meta-analysis of instructional practices.

Rice,

Wijekumar

2024

Journal of Educational Psychology

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“…Such findings could, for example, manifest in terms of different approaches to intervention based on ELL status. To this end, Martinez-Lincoln et al (2021) offer some supportive findings to this effect, such that responsiveness to different approaches to reading comprehension intervention for poor readers (business-as-usual, teacher-led, versus computer-led) varied by ELL status. Specifically, the computer-led intervention was less beneficial than business-as-usual instruction for ELLs.…”

mentioning

confidence: 80%

“…The third set of papers explores the influence of readers' English language learner (ELL) status (Li et al, 2021;Martinez-Lincoln et al, 2021). ELL status in particular, versus other categories of students, is linked to reading comprehension because ELLs often show an S-RCD-like profile (Farnia & Geva, 2013;Lesaux et al, 2006), with stronger word-level processes than their reading comprehension proficiency would suggest.…”

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confidence: 99%

Introduction to the special issue on advances in the understanding of reading comprehension deficits

Barquero

Cutting

2021

Ann. of Dyslexia

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Decades of research have established the importance of recognizing and decoding words proficiently to be a good reader; indeed, difficulty with recognizing and decoding words is a hallmark characteristic of dyslexia. To this end, the cognitive characteristics of and intervention approaches for those with dyslexia have taken center stage in reading research. Nevertheless, while much remains to be understood about dyslexia, the endpoint of readingreading comprehension-remains understudied in comparison to word-level processes, particularly in those who struggle specifically with reading comprehension. This is important as studies have shown that while word-level processes are necessary, they are not sufficient for reading comprehension (e.g., Catts et al., 2006;Oakhill et al., 2003). On the more extreme end, this is represented by the fact that approximately 10% of poor comprehenders do not have deficits at the word level (Catts et al., 2003; Nation & Snowling, 1998;Stothard & Hulme, 1995). This class of poor readers is referred to as those with Specific Reading Comprehension Deficits (S-RCD).S-RCD is a particularly intriguing poor reader profile as it is illustrative of the need to understand comprehension processes as distinct from word-level processes. S-RCD has emerged not only as a behavioral profile but also as a corresponding neurobiological profile, resembling typical readers in areas of orthographic and phonological processing, but with anomalous connectivity between language and declarative memory areas of the brain (Cutting et al., 2013). While S-RCD itself is an important reader profile to study, gleaning an understanding of this reader profile also provides insights about reading comprehension processes more generally. Specifically, by identifying how reading comprehension can go awry, S-RCD highlights the necessary components and processes that transform words on a page to meaningful thoughts and interconnected schemata. Given that more than 60% of children cannot read proficiently (NAEP, 2019) and ameliorating reading comprehension

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“…Levels of anxiety and mind wandering (a correlate of EFs) were also assessed. Findings revealed that higher anxiety and mind wandering (which have been independently associated with poorer reading comprehension) were associated with greater benefit from the computerized intervention over the in‐person intervention (Martinez‐Lincoln, Barnes, & Clemens, 2021). Again, these findings suggest a goodness of fit approach, where interventions may need to be tailored to student needs.…”

Section: Commentarymentioning

confidence: 99%

Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary

Landi

2023

Mind Brain and Education

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This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.

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The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

Cited by 7 publications

References 74 publications

Inference skills for reading: A meta-analysis of instructional practices.

Inference skills for reading: A meta-analysis of instructional practices.

Introduction to the special issue on advances in the understanding of reading comprehension deficits

Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary

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