Premium
An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders
Author(s) -
Denton Carolyn A.,
York Mary J.,
Francis David J.,
Haring Christa,
Ahmed Yusra,
Bidulescu Adrian
Publication year - 2017
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12134
Subject(s) - reading comprehension , psychology , comprehension , inference , intervention (counseling) , reading (process) , think aloud protocol , task (project management) , learning disability , developmental psychology , cognitive psychology , mathematics education , linguistics , computer science , artificial intelligence , philosophy , management , usability , human–computer interaction , psychiatry , economics
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension processes, and having students practice by thinking aloud about text. Research questions addressed proximal effects on measures of the intermediate goals of the intervention and effects on reading comprehension. Participants were 48 ninth grade students with reading comprehension difficulties, randomly assigned to experimental or time‐on‐task control conditions. No significant group differences were detected; however, effect sizes in the moderate range indicated meaningful effects on some proximal measures, suggesting that further study of the approach is warranted.