Journal articles: 'Inference reading'

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Murza, Kimberly A., Chad Nye, Jamie B. Schwartz, Barbara J. Ehren, and Debbie L. Hahs-Vaughn. "A Randomized Controlled Trial of an Inference Generation Strategy Intervention for Adults With High-Functioning Autism Spectrum Disorder." American Journal of Speech-Language Pathology 23, no. 3 (August 2014): 461–73. http://dx.doi.org/10.1044/2014_ajslp-13-0012.

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PurposeThe present intervention study investigated the efficacy of the ACT & Check Strategy intervention to improve inference generation when reading, metacognitive ability, general reading comprehension, and social inference ability in adults with high-functioning autism spectrum disorder (HF-ASD).MethodTwenty-five adults with HF-ASD were randomly assigned to either a treatment or a control group. Treatment sessions were conducted in 1-hr sessions, twice a week, for a total of 6 weeks. Treatment focused on explicit instruction of components of inference generation, categories of inferences, and increasingly independent strategy use.ResultsThe treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading and 1 measure of metacognitive ability compared with the control group. Significant differences between groups were not found on measures of reading comprehension or social inference ability.ConclusionThese findings suggest that the ACT & Check Strategy was effective in improving participants' ability to generate inferences in reading and certain metacognitive abilities, but the skills do not appear to generalize to other social communication contexts, such as social inference generation. This research provides a measure of support for explicitly teaching inference generation to address a reading inference deficit in adults with HF-ASD.

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Gras, Doriane, Hubert Tardieu, and Serge Nicolas. "Predictive Inference Activation." Swiss Journal of Psychology 71, no. 3 (January 2012): 141–48. http://dx.doi.org/10.1024/1421-0185/a000081.

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Predictive inferences are anticipations of what could happen next in the text we are reading. These inferences seem to be activated during reading, but a delay is necessary for their construction. To determine the length of this delay, we first used a classical word-naming task. In the second experiment, we used a Stroop-like task to verify that inference activation was not due to strategies applied during the naming task. The results show that predictive inferences are naturally activated during text reading, after approximately 1 s.

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McKoon, Gail, and Roger Ratcliff. "Inference during reading." Psychological Review 99, no. 3 (1992): 440–66. http://dx.doi.org/10.1037/0033-295x.99.3.440.

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Barreyro, Juan Pablo, Jazmín Cevasco, Débora Burín, and Carlos Molinari Marotto. "Working Memory Capacity and Individual Differences in the Making of Reinstatement and Elaborative Inferences." Spanish journal of psychology 15, no. 2 (July 2012): 471–79. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n2.38857.

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This study investigated the role of working memory capacity on the making of reinstatement and causal elaborative inferences during the reading of natural texts. In order to determine participants' working memory capacity, they were asked to take the reading span task before they took part in the study. Those participants that were identified as high or low working memory capacity readers were asked to perform a lexical decision task in two conditions: pre-inference and inference. In the pre-inference condition, target words representing reinstatement or causal elaborative inferences were presented immediately before the sentences that were predicted to prompt them. In the inference condition, the target words were presented immediately after the sentences that were predicted to prompt the inferences. Results indicated that, for the high working memory capacity readers, lexical decision times were faster at the inference compared to the pre-inference locations for both types of inferences. In the case of low working capacity readers, lexical decision times were faster at the inference compared to the pre-inference locations only for reinstatement inferences. These findings suggest that working memory capacity plays a role in the making of causal inferences during the comprehension of natural texts.

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George, Marie St, Suzanne Mannes, and James E. Hoffman. "Individual Differences in Inference Generation: An ERP Analysis." Journal of Cognitive Neuroscience 9, no. 6 (November 1997): 776–87. http://dx.doi.org/10.1162/jocn.1997.9.6.776.

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Readers routinely draw inferences with remarkable efficiency and seemingly little cognitive effort. The present study was designed to explore different types of inferences during the course of reading, and the potential effects of differing levels of working memory capacity on the likelihood that inferences would be made. The electroencephalogram (EEG) was recorded from five scalp sites while participants read 90 paragraphs, composed of 60 experimental paragraphs and 30 filler paragraphs. Each experimental paragraph was four sentences long, and the final sentence stated explicitly the inference that readers did or did not make. There were four types of experimental paragraphs: (1) Bridging inference, (2) Elaborative inference, (3) Word-Based Priming control, and (4) No Inference control. Participants were tested using the Daneman and Carpenter (1980) Reading Span Task and categorized as having low or high working memory capacity. The average peaks of the N400 component of the event-related brain potential (EM) were used as a measure of semantic priming and integration, such that the lower the N400 was in response to the explicitly stated inference concept, the more likely it was that the reader made the inference. Results indicate that readers with high working memory capacity made both bridging (necessary) and elaborative (optional) inferences during reading, whereas readers with low working memory capacity made only bridging inferences during reading. We interpret the findings within the framework of the Capacity Constrained Comprehension model of Just and Carpenter (1992).

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Bahri, Toufik, and Abdulqader A. Al Hussain. "Question Type and Order of Inference in Inferential Processes during Reading Comprehension." Perceptual and Motor Skills 85, no. 2 (October 1997): 655–64. http://dx.doi.org/10.2466/pms.1997.85.2.655.

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For three groups of 20 subjects each who participated reading time was examined when stories suggested goal and state inferences which could be made by readers when asked state questions, goal questions, or no questions at all. Order of inference statement was also used as a variable. In addition, inferable statements were either left in or out of the text. Subjects read an equal number (12) of stories. Analysis showed that state inference took longer time than goal inference. Also, it took longer for subjects to draw inferences when the inferrable statement was absent than when it was present in the text. The effect of inference type, and condition on reading comprehension is discussed.

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Warnidah, Nining, Bambang Suwarno, and Arono . "STUDENTS’ DIFFICULTIES IN MAKING INFERENCE IN READING NARRATIVE PASSAGES AT THE SOCIAL ELEVENT GRADE OF SMAN 1 CURUP." JOALL (Journal of Applied Linguistics & Literature) 1, no. 2 (March 11, 2018): 78–94. http://dx.doi.org/10.33369/joall.v1i2.4206.

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This study aimed to find out the students’ difficulties in making inference in reading narrative passages in making inference in reading narrative passages. The population of this study included the eleventh graders of SMAN 1 Curup, and the students of XI SOS 4, which consisted of 34 students, became the research sample. For the instrument, the researcher used reading test which consisted of 40 questions and questionnaire which consisted of 30 items. The result showed that the students’ overall difficulty in making inference in reading narrative passages belonged to “moderate” category. It was proved by the students’ reading error mean score which was 47.5. The students’ highest difficulty was on inferences about the author’s attitude (5.88%, or “very high”).

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O'Brien, Edward J., Susan A. Duffy, and Jerome L. Myers. "Anaphoric inference during reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 12, no. 3 (1986): 346–52. http://dx.doi.org/10.1037/0278-7393.12.3.346.

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Hall, Colby, and Marcia A. Barnes. "Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 279–86. http://dx.doi.org/10.1177/1053451216676799.

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Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

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Joseph, Holly, Elizabeth Wonnacott, and Kate Nation. "Online inference making and comprehension monitoring in children during reading: Evidence from eye movements." Quarterly Journal of Experimental Psychology 74, no. 7 (March 15, 2021): 1202–24. http://dx.doi.org/10.1177/1747021821999007.

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Inference generation and comprehension monitoring are essential elements of successful reading comprehension. While both improve with age and reading development, little is known about when and how children make inferences and monitor their comprehension during the reading process itself. Over two experiments, we monitored the eye movements of two groups of children (age 8–13 years) as they read short passages and answered questions that tapped local (Experiment 1) and global (Experiment 2) inferences. To tap comprehension monitoring, the passages contained target words which were consistent or inconsistent with the context. Comprehension question location was also manipulated with the question appearing before or after the passage. Children made local inferences during reading, but the evidence was less clear for global inferences. Children were sensitive to inconsistencies that relied on the generation of an inference, consistent with successful comprehension monitoring, although this was seen only very late in the eye movement record. Although question location had a large effect on reading times, it had no effect on global comprehension in one experiment and reading the question first had a detrimental effect in the other. We conclude that children appear to prioritise efficiency over completeness when reading, generating inferences spontaneously only when they are necessary for establishing a coherent representation of the text.

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Lehman-Blake, Margaret T., and Connie A. Tompkins. "Predictive Inferencing in Adults With Right Hemisphere Brain Damage." Journal of Speech, Language, and Hearing Research 44, no. 3 (June 2001): 639–54. http://dx.doi.org/10.1044/1092-4388(2001/052).

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Predictive inferencing was evaluated in 13 adults with right hemisphere damage (RHD) and 11 adults without brain damage (NBD). Brief narrative stimuli that strongly suggested a single outcome were constructed to vary recency of mention of inference-related information. Reading times were recorded for narrative-final sentences that disconfirmed the target inferences. Slowed reading time on the final sentences was an indicator of inference generation. Adults with RHD generated target predictive inferences in contexts with recent mention of strongly biasing inference-related information. This group also evidenced maintenance of inferences over time, but to a lesser degree than participants in the NBD group. Overall, individuals with better auditory comprehension or larger estimated working memory capacity tended to maintain inferences better than did the other participants. The results are discussed in relation to current hypotheses of inferencing and discourse comprehension in adults with RHD.

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Waking, Douglas A., and Christy L. Kluttz. "Effects of Task on the Activation of Predictive Inferences." Psychological Reports 83, no. 3_suppl (December 1998): 1287–96. http://dx.doi.org/10.2466/pr0.1998.83.3f.1287.

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Research on the activation of predictive inferences has provided inconsistent results that may be explained within a contextual view of reading. The present study tested whether the type of test for explicit memory would affect the activation of knowledge-based predictive inferences. The information necessary for the activation of a predictive inference was provided to readers in four different conditions (no inference, local processing, global processing, coherence). Manipulation was accomplished by varying the type of question asked after reading the passage (verbatim, factual, or inference). Analysis suggests predictive inferences are automatically activated and not affected by contextual factors such as the question. Consequently, the current data do not provide clear support for a contextual view of comprehension. These conclusions are supported by a two-stage view of elaborative processing.

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Franks, Bridget A. "Deductive Reasoning with Prose Passages: Effects of Age, Inference Form, Prior Knowledge, and Reading Skill." International Journal of Behavioral Development 21, no. 3 (October 1997): 501–35. http://dx.doi.org/10.1080/016502597384767.

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This study applied knowledge about inference-making from the deductive reasoning literature to the drawing of specific inferences from prose passages. It explored the effects of age, inference form, prior knowledge, and reading skill on inferential comprehension. In Experiment 1, fourth-grade, seventh-grade, and college students read three prose passages, each containing six inferential questions based on premises expressed in the passages. Premise information was either true, false, or neutral with regard to subjects’ prior knowledge. To answer the questions correctly, subjects were required to make deductive inferences with six different inference forms. Content (true, false, or neutral) and form interacted differently depending on the age of subjects, but content affected performance with at least some forms for all age groups. When reasoning with conditional forms, subjects’ use of more advanced reasoning patterns with true content decreased with false and neutral content, where less advanced reasoning patterns were shown. In Experiment 2, the relationships among reading skill, inference form, and content were explored with seventh-grade and college students. For college students, reading skill had a positive main effect, but did not interact with form or content. For seventh-graders, skilled readers were better able than less skilled readers to reason from false and neutral premises with determinate inference forms.

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Nurviyani, Vina, Didi Suherdi, and Iwa Lukmana. "DEVELOPING STUDENTS� READING SKILL THROUGH MAKING MULTIMODAL INFERENCES." English Review: Journal of English Education 8, no. 2 (July 2, 2020): 11. http://dx.doi.org/10.25134/erjee.v8i2.2998.

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This present study investigated the development of students� reading skills through making multimodal inferences. Moreover, the students� difficulties in making multimodal inferences were explored. This study applied a classroom action research by involving twenty students studying at English education program in West Java. Three instruments covering reading tests of making multimodal inference, classroom observations, and questionnaire were conducted as data collections of this study. The results of this study indicate that the students� reading skills improved significantly after making multimodal inferences. In the first cycle, sixty three percent of all students achieved the score more than seventy. Meanwhile, in the second cycle, eighty five percent of all students reached the score more than eighty-seven. It is reflected on the data gained from reading tests, classroom observations, and questionnaire. The findings show that almost all students achieved meaningful progress of reading skills through making multimodal inferences that they were able tomake inferences visually and verbally by using the clues of the texts and integrating it with their background knowledge, creating mental images in their minds, distinguishing between literal and implied meanings, implementing some reading strategies before, during, and after reading the text, and manifesting their inferences visually and verbally on Canva application. Thus, they were able to master micro and macro skills of reading comprehension and comprehend the multimodal texts completely.However, in making multimodal inference, some students got troubles in integrating visual and verbal aspects because of incomplete background knowledge in their minds. Therefore, the manifestation of their multimodal inferences was presented partially.

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Friesen, Deanna C., and Bailey Frid. "Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency." Languages 6, no. 1 (January 28, 2021): 18. http://dx.doi.org/10.3390/languages6010018.

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The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

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Hall, Colby, Sharon Vaughn, Marcia A. Barnes, Alicia A. Stewart, Christy R. Austin, and Greg Roberts. "The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties." Remedial and Special Education 41, no. 5 (February 7, 2019): 259–70. http://dx.doi.org/10.1177/0741932518824983.

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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.

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Vonk, Wietske. "Kennis En Inferenties Bij Het Lezen Van Tekst." Lezen en luisteren in moedertaal en vreemde taal 43 (January 1, 1992): 39–54. http://dx.doi.org/10.1075/ttwia.43.05von.

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When readers understand a text they construct a mental representation of the text. This text representation contains not only the information that is explicitly expressed in the text, but also information that is inferred by the readers during reading. A text representation can be described in terms of relations between the elements in the representation, but also in terms of relations of the representation with (a model of) the world. For example, readers can determine whether a particular sentence is logically consistent with the text, as well as whether it is true or false, whether it is plausible or possible, or whether it is completely new for her or him. The distinction between relations within the structure of the text representation and relations that refer to the world has hardly ever been made in empirical research on inferences. In general inferences have been investigated from the point of view of their contribution to the coherence of the representation. The consequence is that the question whether inferences are made during reading has generally been answered in terms of the internal coherence of the representation: Inferences that contribute to the coherence of the representation are made during reading, other inferences are not. The central question in the present research is to what extent inference processes are determined by the relations of the inferences with a model of the world and, accordingly, to what extent inference processes are determined by the reader's knowledge of the world. Experiments are discussed on inferences that contribute to the coherence of the representation and, accordingly, are supposed to be made during reading. In this research the knowledge of the reader with respect to the topic of the text was varied by having expert economists and non-experts reading texts on economics. The results indicate that the prevalent conclusion with respect to inferences is an overgeneralisation. It was demonstrated that inference processes are controlled by the reader's knowledge.

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Waluyo, Tri. "Meningkatkan Kemampuan Membaca Reading for Reference dalam Teks Bahasa Inggris Siswa Kelas VII-1 SMP Muhammadiyah Palangka Raya Semester 2 Tahun Pelajaran 2015-2016 melalui Teknik Inference." Pedagogik: Jurnal Pendidikan 11, no. 2 (October 1, 2016): 25–57. http://dx.doi.org/10.33084/pedagogik.v11i2.420.

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Penelitian ini dilatarbelakangi bahwa kemampuan membaca reading for reference siswa kelas VII-1 SMP Muhammadiyah Palangka Raya berada dikisaran nilai 0-40 dengan rerata 7 pada rentang 0-100 dan tanpa satupun siswa yag mencapai KKM. Olehkarena itu diupayakan agar kemampuan reading for reference siswa tersebut meningkat dengan menggunakan teknik inference. Dalam penelitian ini inference disebut juga dengan istilah inferensi. Sedangkan prosesnya disebut inferring. Inference atau Inferensi atau inferring dapat berarti sebagai proses yang dilakukan pembaca untuk memahami makna yang tidak diungkapkan secara tersurat. Setelah dilaksanakan selama 2 (dua) siklus, hasil penelitian tindakan kelas ini menunjukan bahwa teknik inference dapat meningkatkan kemampuan siswa dalam membaca reading for reference dengan sangat baik. Peningkatan rerata secara individu dan klasikal menunjukan bahwa peningkatan rerata terendah secara individu terjadi sebesar 1,5 kali dari kemampuan awal dan tertinggi sebesar 8,5 kali lipat. Peningkatan rerata kemampuan secara klasikal juga terjadi. Hasil penelitian menunjukan rerata peningkatan kemampuan siswa setelah dua siklus menjcapai rerata 5 kali lipat. Peningkatan juga terjadi pada jumlah siswa yang mencapai atau melampaui KKM. Data menunjukan bahwa pada kemampuan awal tidak ada satupun siswa yang mencapai KKM atau 0 %. Pada siklus 1 meningkat menjadi 9,5 % (Sembilan koma lima persen) dan pada akhir siklus 2 jumlah siswa yang mencapai atau melampaui KKM sebanyak 60,9 %.(enam puluh koma sembilan persen). Ini menunjukan bahwa teknik inference cukup berhasil meningkatkan jumlah siwa dalam mencapai KKM

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Park, Ye Seul, Mina Hwang, and Sunhee Ko. "Elaborative Inference in Children with Poor Reading Comprehension: Instrument Inference." Communication Sciences & Disorders 22, no. 4 (December 31, 2017): 681–89. http://dx.doi.org/10.12963/csd.17436.

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Singer, M., A. C. Graesser, and T. Trabasso. "Minimal or Global Inference during Reading." Journal of Memory and Language 33, no. 4 (August 1994): 421–41. http://dx.doi.org/10.1006/jmla.1994.1020.

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Inohara, Keisuke, Ryoko Honma, Takayuki Goto, Takashi Kusumi, and Akira Utsumi. "The relationship between reading literary novels and predictive inference generation." Scientific Study of Literature 4, no. 1 (September 22, 2014): 46–67. http://dx.doi.org/10.1075/ssol.4.1.03ino.

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This study examined the relationship between reading literary novels and generating predictive inferences by analyzing a corpus of Japanese novels. Latent semantic analysis (LSA) was used to capture the statistical structure of the corpus. Then, the authors asked 74 Japanese college students to generate predictive inferences (e.g., “The newspaper burned”) in response to Japanese event sentences (e.g., “A newspaper fell into a bonfire”) and obtained more than 5,000 predicted events. The analysis showed a significant relationship between LSA similarity between the event sentences and the predicted events and frequency of the predicted events. This result suggests that exposure to literary works may help develop readers’ inference generation skills. In addition, two vector operation methods for sentence vector constructions from word vectors were compared: the “Average” method and the “Predication Algorithm” method (Kintsch, 2001). The results support the superiority of the Predication Algorithm method over the Average method.

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Romoli, Jacopo, and Agata Renans. "Multiplicity and Modifiers." Journal of Semantics 37, no. 3 (June 30, 2020): 455–74. http://dx.doi.org/10.1093/jos/ffaa005.

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Abstract A sentence with an adverbial modifier under negation like Mike didn’t wash the window with soap gives rise to an inference that Mike did wash the window. A sentence with a plural noun like Mike washed windows gives rise to a so-called ‘multiplicity’ inference that Mike washed multiple windows. In this note, we focus on the interaction between these two inferences in sentences containing both an adverbial modifier and a plural noun under negation, like Mike didn’t wash windows with soap. We observe that this sentence has a reading conveying that Mike didn’t wash any window with soap but that he did wash multiple windows (albeit not with soap). As we discuss, this reading is not predicted by any version of the implicature approach to the multiplicity inference, in combination with the implicature treatment of the inference of adverbial modifiers. We sketch two solutions for this problem. The first keeps the implicature approach to adverbial modifiers but adopts a non-implicature approach to multiplicity based on homogeneity. The second solution holds on to the implicature approach to the multiplicity inference but accounts for the inference of adverbial modifiers as a presupposition. In addition, it adopts the idea that presuppositions can be strengthened via implicatures, as proposed recently in the literature. Either way, the interaction between multiplicity and the inference of adverbial modifiers suggests that we cannot treat both as implicatures: if we want to treat either one as an implicature, we need to do something different for the other. We end by comparing the case above to analogous cases involving different scalar inferences and showing that the ambiguity approach to the multiplicity inference does not provide a solution to our problem.

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Escudero Domínguez, Inmaculada, José A. León, and Yurena Morera. "Are discourse comprehension and cognitive processes influenced by the type of language language (English and Spanish)? A cross-language study based on elaborative inferences generation." Revista de Investigación Educativa 31, no. 1 (December 7, 2012): 223. http://dx.doi.org/10.6018/rie.31.1.139071.

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The aim of this study was to determine whether discourse comprehension processes, focusing on the type of inferences activated during reading, would be influenced by the language (English and Spanish) as supported by linguistic relativity theories. 20 U.S. and 20 Spanish undergraduates took part in this study using a think-aloud task. The results suggest that inference generation was not restricted by language differences. In contrast, these data support the idea that inference activation reflects a universal cognitive processes pattern

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Olson, Mary W. "Text Type and Reader Ability: The Effects on Paraphrase and Text-Based Inference Questions." Journal of Reading Behavior 17, no. 3 (September 1985): 199–214. http://dx.doi.org/10.1080/10862968509547540.

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This study investigated good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Subjects were selected that differed only on reading comprehension, not decoding accuracy or language comprehension, and were asked text-based informational and logical inference questions which were classified according to the Warren, Nicholas, and Trabasso (1979) inference taxonomy. Subjects were also asked questions that paraphrased the verbatim information in the text. Dependent measures were researcher-designed questions and reading times for each text. Results indicate that (a) logical text-based inference questions were significantly more difficult to answer than either informational inference questions or paraphrase questions, but only after reading narrative stories; (b) paraphrase questions were as difficult to answer as informational inference questions on both types of text; (c) expository passages were significantly more difficult for the children to understand than narrative stories; (d) good readers answered significantly more text-based inference questions and paraphrase questions than poor readers on both types of text; and (e) good readers read the texts faster than poor readers.

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Phillips, Linda M. "Young Readers' Inference Strategies in Reading Comprehension." Cognition and Instruction 5, no. 3 (September 1988): 193–222. http://dx.doi.org/10.1207/s1532690xci0503_1.

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Thurlow, Richard, and Paul van den Broek. "AUTOMATICITY AND INFERENCE GENERATION DURING READING COMPREHENSION." Reading & Writing Quarterly 13, no. 2 (April 1997): 165–81. http://dx.doi.org/10.1080/1057356970130205.

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Clinton, Virginia, Sarah E. Carlson, and Ben Seipel. "Linguistic Markers of Inference Generation While Reading." Journal of Psycholinguistic Research 45, no. 3 (April 2, 2015): 553–74. http://dx.doi.org/10.1007/s10936-015-9360-8.

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McIntyre, Nancy S., Ryan P. Grimm, Emily J. Solari, Matthew C. Zajic, and Peter C. Mundy. "Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder." Autism & Developmental Language Impairments 5 (January 2020): 239694152096802. http://dx.doi.org/10.1177/2396941520968028.

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Background and aims Extant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ ≥ 75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome. Results Narrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities. Conclusions The results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment. Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID.

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Clinton, Virginia. "Examining Associations Between Reading Motivation and Inference Generation Beyond Reading Comprehension Skill." Reading Psychology 36, no. 6 (February 23, 2015): 473–98. http://dx.doi.org/10.1080/02702711.2014.892040.

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Narvaez, Darcia, Paul van den Broek, and Angela Barrón Ruiz. "The influence of reading purpose on inference generation and comprehension in reading." Journal of Educational Psychology 91, no. 3 (1999): 488–96. http://dx.doi.org/10.1037/0022-0663.91.3.488.

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Haigh, Matthew, and Jean-François Bonnefon. "Eye Movements Reveal How Readers Infer Intentions From the Beliefs and Desires of Others." Experimental Psychology 62, no. 3 (May 7, 2015): 206–13. http://dx.doi.org/10.1027/1618-3169/a000290.

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We examine how the beliefs and desires of a protagonist are used by readers to predict their intentions as a narrative vignette unfolds. Eye movement measures revealed that readers rapidly inferred an intention when the protagonist desired an outcome, even when this inference was not licensed by the protagonist’s belief state. Reading was immediately disrupted when participants encountered a described action that contradicted this inference. During intermediate processing, desire inferences were moderated by the protagonist’s belief state. Effects that emerged later in the text were again driven solely by the protagonist’s desires. These data suggest that desire-based inferences are initially drawn irrespective of belief state, but are then quickly inhibited if not licensed by relevant beliefs. This inhibition of desire-based inferences may be an effortful process as it was not systematically sustained in later steps of processing.

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Nicholas, Linda E., and Robert H. Brookshire. "Error Analysis and Passage Dependency of Test Items from a Standardized Test of Multiple-Sentence Reading Comprehension for Aphasic and Non-Brain-Damaged Adults." Journal of Speech and Hearing Disorders 52, no. 4 (November 1987): 358–66. http://dx.doi.org/10.1044/jshd.5204.358.

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Ahasic and non-brain-damaged adults were tested with two forms of the Nelson Reading Skills Test (NRST; Hanna, Schell, & Schreiner, 1977). The NRST is a standardized meaure of silent reading for students in Grades 3 through 9 and assesses comprehension of information at three levels of inference (literal, translational, and higher level). Subjects' responses to NRST test items were evaluated to determine if their performance differed on literal, translational, and higher level items. Subjects' performance was also evaluated to determine the passage dependency of NRST test items—the extent to which readers had to rely on information in the NRST reading passages to answer test items. Higher level NRST test items (requiring complex inferences) were significantly more difficult for both non-brain-damaged and aphasic adults than literal items (not requiring inferences) or translational items (requiring simple inferences). The passage dependency of NRST test items for aphasic readers was higher than those reported by Nicholas, MacLennan, and Brookshire (1986) for multiple-sentence reading tests designed for aphasic adults. This suggests that the NRST is a more valid measure of the multiple-sentence reading comprehension of aphasic adults than the other tests evaluated by Nicholas et al. (1986).

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Jumiati, Andi Asri. "INFERENCE STRATEGY TO IMPROVE THE STUDENTS’ LITERAL COMPREHENSION." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 3, no. 2 (November 22, 2014): 222. http://dx.doi.org/10.26618/ejpbi.v3i2.839.

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The purpose of this research was to find out the improvement of the students’ comprehension in literal comprehension by using Inference Strategy at the second-year students’ of SMA YAPIP Sungguminasa Gowa. As has been stated in the previous chapter, the present research investigated the use of Inference Strategy to improve students’ reading comprehension in literal and interpretative comprehension. The research employed a pre-experimental design in SMA YAPIP Sungguminasa Gowa. Therefore, the findings and discussion in the previous chapter, the researcher conclude as Inference Strategy can improve the students’ reading comprehension in literal comprehension. It was proved by 74% of improvement which indicates that post-test value was higher than the pre-test while pre-test was 47, 73 and posttest 83, 22.Keywords: comprehension, literal, reading, inference strategy

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Hamada, Megumi. "Development of L2 word-meaning inference while reading." System 37, no. 3 (September 2009): 447–60. http://dx.doi.org/10.1016/j.system.2009.03.003.

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Phillips, Linda M. "Evaluating and Improving Inference Ability in Reading Comprehension." Journal of College Reading and Learning 21, no. 1 (January 1988): 137–50. http://dx.doi.org/10.1080/10790195.1988.10849929.

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Nokes, Jeffery D. "The Observation/Inference Chart: Improving Students' Abilities to Make Inferences While Reading Nontraditional Texts." Journal of Adolescent & Adult Literacy 51, no. 7 (April 2008): 538–46. http://dx.doi.org/10.1598/jaal.51.7.2.

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Krasikova, Sveta. "Sufficiency inference in anankastic conditionals." Semantics and Linguistic Theory, no. 20 (April 3, 2015): 91. http://dx.doi.org/10.3765/salt.v0i20.2576.

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The minimal sufficiency reading of anankastic conditionals, discussed in connection with Heim's (2001) ambiguities in comparative constructions and von Fintel & Iatridou's (2007) 'Prejacent Problem' in the sufficiency modal construction, is argued to stem from the kind of ordering associated with anankastic modals.

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Krasikova, Sveta. "Sufficiency inference in anankastic conditionals." Semantics and Linguistic Theory 20 (August 14, 2010): 91. http://dx.doi.org/10.3765/salt.v20i0.2576.

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The minimal sufficiency reading of anankastic conditionals, discussed in connection with Heim's (2001) ambiguities in comparative constructions and von Fintel & Iatridou's (2007) 'Prejacent Problem' in the sufficiency modal construction, is argued to stem from the kind of ordering associated with anankastic modals.

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Makdissi, Hélène, and Andrée Boisclair. "Interactive reading." Written Language and Literacy 9, no. 2 (December 31, 2006): 177–211. http://dx.doi.org/10.1075/wll.9.2.02mak.

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This qualitative and descriptive study partly explores a crucial aspect of child development, that is, story comprehension seen from the perspective of children’s elaboration of causal relations among story elements. The researcher met with 12 francophone preschool-aged girls (3;6 to 6;0 years old) from Québec City. At key points in the causal chain of story events, the researcher stopped reading to listen to what the children had to say about the construction of the relations they had elaborated until then. After reading, the same children answered four inference questions. Based on analyses which showed that children make causal relations more explicit during reading rather than after reading, it is reasonable to believe that dialogue during reading fosters the complexification of the expression of causal relations by preschoolers.

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Widiarti, Deni, Bambang Suwarno, and Dedi Sofyan. "THE EFFECT OF “SCHEMA DEVELOPMENT TECHNIQUE” ON STUDENTS’ READING ABILITY AT SENIOR HIGH SCHOOL STUDENT." JOALL (Journal of Applied Linguistics & Literature) 1, no. 1 (February 4, 2018): 103–18. http://dx.doi.org/10.33369/joall.v3i2.6861.

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This study aimed to find the effect of “schema development technique” on students’ reading ability at senior high school students. It is also aimed to find whether schema development technique could improve students’ reading ability on the aspect of literal comprehension, inference and vocabulary building. The population was the tenth graders of SMA Negeri Rejang Lebong, from which two classes were selected as the research sample. The instrument was a reading test. The instrument draft had been tried out. The try out was done to find the validity and item characteristics of the original draft. From 90 try out item questions, 42 of them were found to be valid and 48 were invalid. The reliabilty index was 0,898 (high). The findings of the research revealed that schema development technique was effective for improving students overall comprehension. It was also effective for improving two aspects (literal aspect and vocabulary building). However, it was not effective for improving students’ reading ability on inference aspect. It’s caused by the nature of inference which requires for background knowledge towards the reading text.

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WELLNER, BEN, LISA FERRO, WARREN GREIFF, and LYNETTE HIRSCHMAN. "Reading comprehension tests for computer-based understanding evaluation." Natural Language Engineering 12, no. 4 (December 6, 2005): 305–34. http://dx.doi.org/10.1017/s1351324905004018.

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Reading comprehension (RC) tests involve reading a short passage of text and answering a series of questions pertaining to that text. We present a methodology for evaluation of the application of modern natural language technologies to the task of responding to RC tests. Our work is based on ABCs (Abduction Based Comprehension system), an automated system for taking tests requiring short answer phrases as responses. A central goal of ABCs is to serve as a testbed for understanding the role that various linguistic components play in responding to reading comprehension questions. The heart of ABCs is an abductive inference engine that provides three key capabilities: (1) first-order logical representation of relations between entities and events in the text and rules to perform inference over such relations, (2) graceful degradation due to the inclusion of abduction in the reasoning engine, which avoids the brittleness that can be problematic in knowledge representation and reasoning systems and (3) system transparency such that the types of abductive inferences made over an entire corpus provide cues as to where the system is performing poorly and indications as to where existing knowledge is inaccurate or new knowledge is required. ABCs, with certain sub-components not yet automated, finds the correct answer phrase nearly 35 percent of the time using a strict evaluation metric and 45 percent of the time using a looser inexact metric on held out evaluation data. Performance varied for the different question types, ranging from over 50 percent on who questions to over 10 percent on what questions. We present analysis of the roles of individual components and analysis of the impact of various characteristics of the abductive proof procedure on overall system performance.

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Pike, Meredith, Paul Swank, Heather Taylor, Susan Landry, and Marcia A. Barnes. "Effect of Preschool Working Memory, Language, and Narrative Abilities on Inferential Comprehension at School-Age in Children with Spina Bifida Myelomeningocele and Typically Developing Children." Journal of the International Neuropsychological Society 19, no. 4 (February 7, 2013): 390–99. http://dx.doi.org/10.1017/s1355617712001579.

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AbstractChildren with spina bifida myelomeningocele (SBM) are more likely to display a pattern of good-decoding/poor comprehension than their neurologically intact peers. The goals of the current study were to (1) examine the cognitive origins of one of the component skills of comprehension, bridging inferences, from a developmental perspective and (2) to test the effects of those relations on reading comprehension achievement. Data from a sample of children with SBM and a control group (n = 78) who participated in a longitudinal study were taken from age 36-month and 9.5-year time points. A multiple mediation model provided evidence that three preschool cognitive abilities (working memory/inhibitory control, oral comprehension, narrative recall), could partially explain the relation between group and bridging inference skill. A second mediation model supported that each of the 36-month abilities had an indirect effect on reading comprehension through bridging inference skill. Findings contribute to an understanding of both typical and atypical comprehension development, blending theories from the developmental, cognitive, and neuropsychological literature. (JINS, 2013, 19, 1–10)

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Goh, Kien-How. "Reading Hume's Inference from Constancy from the Vulgar Standpoint." Journal of Scottish Philosophy 10, no. 2 (September 2012): 237–53. http://dx.doi.org/10.3366/jsp.2012.0040.

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Recent work on Hume's Theory of Perception has shown that Hume takes the appearance of impressions to vary according to the ideas under which they are subsumed. In this paper, I argue that the vulgar position in the section where he discusses the Inference from Constancy is characterised by an ideal primordial state of mind where impressions are directly encountered without being subsumed under any idea. In particular, impressions which are not subsumed under the idea of a perception do not appear to the mind as impressions. Read in this light, Hume's Inference from Constancy is immune to the difficulties which have commonly been raised against it.

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Savić, Vera. "Reading in English: Inference skills of young language learners." Nastava i vaspitanje 67, no. 2 (2018): 285–97. http://dx.doi.org/10.5937/nasvas1802285s.

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Carlson, Sarah E., Paul van den Broek, Kristen McMaster, David N. Rapp, Catherine M. Bohn-Gettler, Panayiota Kendeou, and Mary Jane White. "Effects of Comprehension Skill on Inference Generation during Reading." International Journal of Disability, Development and Education 61, no. 3 (July 3, 2014): 258–74. http://dx.doi.org/10.1080/1034912x.2014.934004.

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Yuill, Nicola, and Jane Oakhill. "Effects of inference awareness training on poor reading comprehension." Applied Cognitive Psychology 2, no. 1 (January 1988): 33–45. http://dx.doi.org/10.1002/acp.2350020105.

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Dewirsyah, Amnur Rifai. "Reference and Inference of Song Lyrics in the Album Monochrome Written by Tulus." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 2 (July 24, 2018): 107–24. http://dx.doi.org/10.33258/birci.v1i2.17.

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This study aims to determine the use of references and inferences contained in the lyrics of existing songs in the album Monokrom Tulus work. The data source in this research is 1 lyric of 10 song lyrics contained in the album Monokrom Tulus work. The type of this research is descriptive method obtained by observation technique followed by documentation study done by listening / reading, understanding, then collecting and analyzing data based on reference and inference approach. Based on the results of the research, it can be seen that the use of references in the lyrics of songs in the album Monochrome in general amounted to 11 data, 8 pertained personal references (3 personal reference data anaphora and 5 personal reference data katafora), 2 data including comparative reference which all include comparative reference katafora, and the last one is anaphoric demonstrative reference data. While the inference that the authors found there are words that are implied in the lyrics of the song in the album Monochrome which makes the results of the inference yaang authors find may be different from other readers. As for the results that the authors find, there are some inexhaustible conclusions or do not support the information / conclusions on the previous fragment, but in the final inference the authors link them or draw conclusions based on common logic and dominant inferences that are interrelated.

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Sun, Chia-Ho. "Using Interactive Picture-Book Read-Alouds with Middle School EFL Students." English Language Teaching 13, no. 7 (June 28, 2020): 130. http://dx.doi.org/10.5539/elt.v13n7p130.

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The current study investigated the effects of interactive picture-book read-alouds on middle school EFL students’ word inference ability and attitudes toward reading in English. To this end, two classes of seventh-grade students from a public middle school in Taiwan participated and were randomly divided into two groups: an interactive picture-book read-aloud (IPBRA) group and a control group. The intervention took place in a 40-minute morning study hall per week over a period of 10 weeks. The two groups were tested using Reading Attitude Survey (RAS) and Word Inference Assessment (WIA) two weeks before and then two weeks after the intervention was implemented to assess improvement. Results indicated that interactive picture-book read-alouds had a positive impact on EFL middle schoolers’ reading attitudes and use of text and prior knowledge to infer the meanings of unfamiliar words. This study suggests that the motivating learning atmosphere of interactive picture-book read-alouds provided positive classroom environment and enabled students to have fun while interacting freely with one another, which, in turn, facilitated reading attitude changes, leading to better learning and better performance on word inference in subsequent reading activities.

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McNamara, Danielle S., Tenaha P. O'Reilly, Rachel M. Best, and Yasuhiro Ozuru. "Improving Adolescent Students' Reading Comprehension with Istart." Journal of Educational Computing Research 34, no. 2 (March 2006): 147–71. http://dx.doi.org/10.2190/1ru5-hdtj-a5c8-jvwe.

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This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.

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Canet-Juric, Lorena, Sebastián Urquijo, María Marta Richard`s, and Débora Burin. "Cognitive predictors of reading comprehension levels using discriminant analysis." International Journal of Psychological Research 2, no. 2 (December 30, 2009): 99–111. http://dx.doi.org/10.21500/20112084.865.

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Reading comprehension is a complex skill, which involves different cognitive processes such as monitoring, working memory, interference suppression and resolution inferences. The aim of this work is to evaluate the discriminative ability of these processes, to differentiate levels of reading comprehension, in children between 8 and 9 years of age (N = 89) of public, and private, schools, in the city of Mar del Plata, Argentina. For this, specific tests were administered to each of these processes. The results distinguished two discriminant functions; the first one was the only that distinguished between individuals with good or bad comprehension abilities. A good level of reading comprehension implied to be efficient in the use of language skills (monitoring, inference, vocabulary), and, also, having abilities of processing (working memory). In contrast, the failure in general processing skills, such as phonological working memory or deficit in the ability to relate concepts (vocabulary), appeared to be characteristic of individuals with bad comprehension skills.

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Journal articles on the topic 'Inference reading'

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