Abstract
This study aimed to enhance third and fourth graders’ text comprehension at the
situation model level. Therefore, we tested a reading strategy training developed
to target inference making skills, which are widely considered to be pivotal to
situation model construction. The training was grounded in contemporary literature on
situation model-based inference making and addressed the source (text-based versus
knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence),
and depth of an inference (making single lexical inferences versus combining multiple
lexical inferences), as well as the type of searching strategy (forward versus backward).
Results indicated that, compared to a control group (n = 51), children who followed
the experimental training (n = 67) improved their inference making skills supportive to
situation model construction. Importantly, our training also resulted in increased levels
of general reading comprehension and motivation. In sum, this study showed that a
‘level of text representation’-approach can provide a useful framework to teach inference
making skills to third and fourth graders.
situation model level. Therefore, we tested a reading strategy training developed
to target inference making skills, which are widely considered to be pivotal to
situation model construction. The training was grounded in contemporary literature on
situation model-based inference making and addressed the source (text-based versus
knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence),
and depth of an inference (making single lexical inferences versus combining multiple
lexical inferences), as well as the type of searching strategy (forward versus backward).
Results indicated that, compared to a control group (n = 51), children who followed
the experimental training (n = 67) improved their inference making skills supportive to
situation model construction. Importantly, our training also resulted in increased levels
of general reading comprehension and motivation. In sum, this study showed that a
‘level of text representation’-approach can provide a useful framework to teach inference
making skills to third and fourth graders.
Original language | English |
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Article number | 116 |
Number of pages | 13 |
Journal | Frontiers in Psychology |
Volume | 7 |
DOIs | |
Publication status | Published - 15 Feb 2016 |
Research programs
- ESSB PSY