The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties

Autor/inn/en	Hall, Colby; Vaughn, Sharon; Barnes, Marcia A.; Stewart, Alicia A.; Austin, Christy R.; Roberts, Greg
Titel	The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties
Quelle	In: Remedial and Special Education, 41 (2020) 5, S.259-270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hall, Colby) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518824983
Schlagwörter	Inferences; Reading Instruction; Reading Comprehension; English Language Learners; Reading Difficulties; Limited English Speaking; Middle School Students; Grade 6; Grade 7; Instructional Effectiveness; Skill Development; Urban Schools; Public Schools; Charter Schools; Hispanic American Students; Language Tests; Standardized Tests; Achievement Tests; Reading Tests; Small Group Instruction; Texas; Gates MacGinitie Reading Tests; Clinical Evaluation of Language Fundamentals; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Inference; Inferenz; Leseunterricht; Leseverstehen; Reading difficulty; Leseschwierigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Language test; Sprachtest; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01