Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-04-20 DOI:10.1086/719477

Sarah E. Carlson, P. Broek, Kristen L. McMaster

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引用次数: 1

Abstract

This study examines factors that influence readers’ cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences generated when probed during versus after reading. Recalls were examined to assess readers’ mental representations of texts after-reading and answering questions. Skilled comprehenders generated more goal- and subgoal-related text-based inferences during and after reading and included more original text information and less background knowledge in their recalls of texts than did less-skilled comprehenders. Skilled comprehenders with high WM also generated more goal-related text-based inferences than did those with low WM. Findings support and extend previous research regarding how readers struggle with inference generation and may further inform the development of causal questioning interventions to help improve struggling readers’ comprehension of narrative texts.

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影响熟练和不熟练理解者阅读过程和阅读后推理处理的因素

本研究考察了影响读者认知加工（即推理生成）和文本心理表征发展的因素：理解技能和工作记忆。小学生（N=61）用叙述性文本参与因果提问条件，以检查在阅读过程中与阅读后探究时产生的文本和基于知识的推理。对回忆进行了检查，以评估读者在阅读和回答问题后对文本的心理表征。熟练的理解者在阅读过程中和阅读后产生了更多与目标和子目标相关的基于文本的推断，并且在对文本的回忆中包含了更多的原始文本信息和更少的背景知识。与低WM的理解者相比，高WM的熟练理解者也产生了更多与目标相关的基于文本的推断。研究结果支持并扩展了先前关于读者如何在推理生成中挣扎的研究，并可能进一步为因果提问干预的发展提供信息，以帮助提高挣扎的读者对叙事文本的理解。

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.