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The influence of the temporal characteristics of events on adults' and children's pronoun resolution
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Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement
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The effect of prompts on the shared reading interactions of parents and children with Down syndrome
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Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement
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In: J Autism Dev Disord (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
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The role of memory and language ability in children’s production of two-clause sentences containing before and after
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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
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Children’s problems with inference making: causes and consequences
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Abstract:
Understanding a text requires not only understanding the individual words and sentences, but also requires the construction of an integrated model of the text as a whole: a Mental Model (Johnson-Laird, 1983) or Situation Model (Kintsch, 1998). In the first part of this paper, we differentiate between the types of inference that occur as a reader understands a text: necessary inferences (at both the local and global level) and 'merely elaborative' inferences, which might embellish the reader's understanding, but which are not essential to it. We then go on to discuss the problems of children who have a Specific Comprehension Difficulty (i.e. they are able to read words at an age-appropriate level but, nevertheless, have a poor understanding of the text overall). We describe the particular difficulties that such children have in answering inferential questions about a text, and outline the evidence that such difficulties are causally related to comprehension skill. We then discuss the reciprocal relation between vocabulary skills and inference making. Inference skills have a clear role in helping readers to derive the meanings of unknown words from text through the use of contextual cues and, conversely, deep vocabulary knowledge (what is known about words), and rapid access to that knowledge, can support inference making.
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URL: http://sro.sussex.ac.uk/id/eprint/81318/
http://sro.sussex.ac.uk/id/eprint/81318/2/__smbhome.uscs.susx.ac.uk_sc328_Desktop_Papers%20for%20SRO_OAKHILL_Bulletin_of_Educational_Psychology_JUN_2018_tables_and_figures_author_copy.pdf
https://doi.org/10.6251/BEP.201806_49(4).0008
http://sro.sussex.ac.uk/id/eprint/81318/1/__smbhome.uscs.susx.ac.uk_sc328_Desktop_Papers%20for%20SRO_OAKHILL_Bulletin_of_Educational_Psychology_JUN_2018_author_copy.pdf
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Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities
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Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews
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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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