Kate Cain, Nicola K. Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S. Bridges, M. Adelaida Restrepo, Marilyn S. Thompson, Margeaux F. Ciraolo
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We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question-answering times and sentence reading times.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"24-45"},"PeriodicalIF":2.0000,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12474","citationCount":"0","resultStr":"{\"title\":\"The influence of reader and text characteristics on sixth graders' inference making\",\"authors\":\"Kate Cain, Nicola K. 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We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question-answering times and sentence reading times.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"48 1\",\"pages\":\"24-45\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-11-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12474\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12474\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12474","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The influence of reader and text characteristics on sixth graders' inference making
Background
We examined the influence of text and reader characteristics on sixth graders' inference generation.
Methods
Eleven- to 12-year-old US monolingual English speakers (N = 71) and Spanish-English bilinguals (N = 81) read narrative and informational expository texts requiring an inference and answered an inference-tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question-answering times and sentence reading times.
Results
Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge.
Conclusions
Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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