NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: EJ1266300
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties
Hall, Colby; Vaughn, Sharon; Barnes, Marcia A.; Stewart, Alicia A.; Austin, Christy R.; Roberts, Greg
Remedial and Special Education, v41 n5 p259-270 Sep-Oct 2020
Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers (M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention (n = 39) or to business-as-usual English language arts instruction (n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the "Gates-MacGinitie Reading Test" Reading Comprehension subtest (d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Clinical Evaluation of Language Fundamentals; Stanford Achievement Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations