2021
DOI: 10.1007/s11881-020-00209-7
|View full text |Cite|
|
Sign up to set email alerts
|

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

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1

Citation Types

0
5
0

Year Published

2021
2021
2024
2024

Publication Types

Select...
5

Relationship

0
5

Authors

Journals

citations
Cited by 7 publications
(9 citation statements)
references
References 74 publications
0
5
0
Order By: Relevance
“…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%
See 1 more Smart Citation
“…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%
“…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.…”
mentioning
confidence: 99%
“…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%