Inferential Reading Comprehension Research Articles

Vocabulary Knowledge and Inferential Reading Comprehension of Senior High School Students: A Descriptive-Correlational Inquiry

This quantitative study employing descriptive-correlation research design is aimed to determine the vocabulary knowledge, the inferential reading comprehension, and whether there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of the respondents. More so,it aimed to determine if there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of senior high school students. The respondents to this study were two hundred sixty senior high school students at a public school in Libungan, Cotabato, Philippines. Two survey questionnaires were adopted to gather the needed data. The data gathered were tallied, computed, and interpreted using frequency counts, percentages, means, and Pearson R correlation.

Amr Hamdy Abdullah Abdalhady: The Effectiveness of a Program Based on Educational Infographics in Developing EFL Inferential Reading Compre-hension Skills For EFL Secondary Stage Students

Amr Hamdy Abdullah Abdalhady: The Effectiveness of a Program Based on Educational Infographics in Developing EFL Inferential Reading Compre-hension Skills For EFL Secondary Stage Students

Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students

Chinese EFL high school teaching often overlooks critical inferential reasoning in reading comprehension. This study proposes a shift from teacher-centric methods to an Inquiry-Based Learning and Teaching (IBLT) framework, expected to enhance EFL inferential reading abilities among Chinese high school students. This aligns with China's National English Curriculum Standards, emphasizing the importance of such proficiency. The study gauges current EFL reading comprehension in Chinese high schools and assesses IBLT's efficacy through a controlled, nine-week experiment, with data analysis revealing a positive impact. The findings aim to inform pedagogical tactics, promoting a more interactive, student-focused teaching model.

Neuropsychological functions and reading competence in medical students

Introduction. Medical students require a high capacity for comprehension; therefore, one of the main competencies required by these students during their training is reading comprehension, which allows them to obtain and adequately process the necessary information that corresponds to the progress of their training. Deficiency in this reading competence limits learning and causes them to resort to short-term rote learning, limiting its use in the future. Objective. To describe the behavior of neuropsychological functions and reading competence of medical students. Methods. Documentary, descriptive, quantitative, retrospective and cross-sectional study of a database with the results of the neuropsychological evaluation with NEUROPSI Brief in Spanish, applied to medical students. Results. Moderate and severe impairments were observed in up to 41% of the analyzed sample showing impairment in recall memory, attention and concentration and encoding. Conclusion. In the sample studied, the neuropsychological variables affected contribute to impair inferential reading comprehension, which demonstrates the need to provide attention to university students in order to improve mental functioning for learning.

A Diagnostic Tree Model for Adaptive Assessment of Complex Cognitive Processes Using Multidimensional Response Options

A tree model for diagnostic educational testing is described along with Monte Carlo simulations designed to evaluate measurement accuracy based on the model. The model is implemented in an assessment of inferential reading comprehension, the Multiple-Choice Online Causal Comprehension Assessment (MOCCA), through a sequential, multidimensional, computerized adaptive testing (CAT) strategy. Assessment of the first dimension, reading comprehension (RC), is based on the three-parameter logistic model. For diagnostic and intervention purposes, the second dimension, called process propensity (PP), is used to classify struggling students based on their pattern of incorrect responses. In the simulation studies, CAT item selection rules and stopping rules were varied to evaluate their effect on measurement accuracy along dimension RC and classification accuracy along dimension PP. For dimension RC, methods that improved accuracy tended to increase test length. For dimension PP, however, item selection and stopping rules increased classification accuracy without materially increasing test length. A small live-testing pilot study confirmed some of the findings of the simulation studies. Development of the assessment has been guided by psychometric theory, Monte Carlo simulation results, and a theory of instruction and diagnosis.

A STUDY ON THE EFFECT OF CONTENT SCHEMATA ON READING COMPREHENSION PERFORMANCE

This study aims at describing the effect of the third semester students' religious knowledge on their literal and inferential comprehension. This study is experimental since it is experimental in nature. The design used is called post-test only controlled group design. The analysis presented statistically. In conducting the analysis the writer applied statistical technique using t-test because the data were in the form of test scores representing the third semester students' literal and inferential reading comprehension performance. The data representing the third semester students' literal and inferential reading comprehension performance were collected using reading test in multiple choice format. Two texts on the basis of which test items were developed dealt with Christmas Eve and Ramadhan Eid. These two texts were selected for the two celebrations are most popular religious events in Christian and Moslem religious group. The sample of this research were taken from the third semester students of English Education Department FBS UNIMA in the academic year of 2014/2015. The total number of students is 30 consist of 15 students of Christian and 15 of Moslem. The analysis shows that the third semester students' content schemata significantly affect their literal and inferential comprehension of religious-related texts. Other researches concerning the effect of content schemata still need to be conducted in order to get more accurate or valid information

The Effect Of “Think-Aloud” Strategy On Students’ Inferential Reading Comprehension

There are four skills in English, namely speaking, writing, reading, and listening. One of those skills is reading which perceived a written text in order to understand its contents. To understand the contents of the text, the students faced many problems. Some of them don’t understand about the meaning of the words and lack in vocabularies and some of them think that reading is boring activity. This condition and situation caused some of the students feel bored when they joint in the reading class. In this research, the researcher was aimed to find out the effect of think-aloud strategy in teaching inferential reading comprehension at a vocational school SMK PELAYARAN SAMUDERA INDONESIA MEDAN in academic year 2021/2022. The method of this research is an experimental research. The researcher took data from the eleven (XI) grade students of nautical class A and B as the sample of the research. The nautical class A as experimental group and the nautical class B as control group. Each class consists of 30 students. Dealing with the research instrument of collecting the data, the researcher used a test which consisteds of pre-test and post-test and conducted before and after treatment. To analyze the data, the researcher applied the t-test. The result of this research showed that the students mean scores in reading comprehension who were taught by think-aloud strategy is higher, while the students mean scores in reading comprehension who were taught by the Group Discussion strategy is lower. The result of t-test computation pointed that tobservation is high while the value ttable is low . It shows that tobservation is higher than ttable ( to>tt). Therefore the alternative Hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected. In other word, it can be concluded that think-aloud strategy is effective to to increase the students inferential reading comprehension of students at SMK PELAYARAN SAMUDERA INDONESIA Medan.

Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge

Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge

Reading Strategies in Teaching and Learning English as a Foreign Language: A Mixed-Method Study

Reading strategies are essential for teachers and students, especially in an EFL classroom. However, reading comprehension strategies and effective adoption of the strategies have been challenging for both teachers and students in Malaysia. This study aimed to identify the reading strategies used and not used by students and teachers when answering and teaching reading comprehension questions and explore the discord between the responses using an explanatory sequential mixed methods research design. The participants were 91 students and five teachers from a private university in Malaysia recruited using census sampling methods. A questionnaire consisting of literal, reorganization, and inferential reading comprehension questions was administered to the students, whereas interviews and observation were used to examine the strategies targeted by teachers based on Barrett’s reading taxonomy (1972). The findings revealed that EFL teachers used a vast repertoire of strategies in teaching reading, whereas students only used a small number of strategies when answering reading comprehension questions. This study underscores the importance of the accord between the strategies taught and those utilized by L2 readers. Students’ awareness plays a key role in filling in this gap.

THE EFFECT OF MODELS OF READING AND STUDENTS’ ATTITUDE ON STUDENTS’ ACHIEVEMENT IN INFERENTIAL READING COMPREHENSION

The objectives of this study were to investigate whether (1) Achievement in Inferential Reading Comprehension which taught with Miscue Analysis is higher than Interactive Compensatory Model (2) Achievement in Inferential Reading Comprehension with Positive attitude is higher than students’ with negative attitudes and (3) Interaction between Models of reading and students’ attitudes on the students’ Achievement in Inferential reading comprehension. A quantiative research was carried in a combination with an experimental and descriptive research. Two hundred and fourty students in semester 5 of 2007/2008 Aademic Year were choosen as the sample by using random sampling technique, 90 students were divided into three groups of 30 ( 2 groups as experimental group and 1 group as control group). First, a pre-test was administered for all groups, then the first experimental group was treated by using Miscue Analysis, the second experimental group by using Interactive Compensatory Model, and the control group by using traditional method or conventional way. After 12 meetings, a post-test was conducted for all groups to evaluate the students’ achievement. Finally, the reseacher conducted questionnaires and indepth interview to identify students’ attitude toward inferential reading comprehension. The data were analyzed by applying two-way ANOVA for the experimental research. It was also computed by using the SPSS and MINITAB Statistics Softwares. The result of testing the first hypothesis shows that F observed is greater than F table (7.858 > 3.98). It was found that Miscue Analysis is the most effective method. It can be seen from the highest one among the methods and strenghten by using Neuman Keuls formula. In conclusion, the Miscue Analysis and Interactive Compensatory Model significantly affected students’ inferential reading comprehension. Based on the questionnaires data, after converting the students’ questionnaires result into numerical data using Lykert-type scale, it was found that students’ had positive attitude toward reading in the “positive highly” category, in the value of 131 between 100-150. This analysis followed by comparing the results of questionnaires with students’ post-test results manually by using Pearson formula and by MINITAB analysis. It was found that there was positive correlation between students’ attitude and students’ inferential comprehension achievement. In other words, students’ attitude had strong relationship with students’ reading inferential comprehension achievement. It is to say that the more positive the students attitude, the better their inferential reading comprehension will be.

A SCOPING REVIEW OF INFERENTIAL READING COMPREHENSION RESEARCH IN THE PRESENT DECADE

Inferential comprehension has had a notable role in reading comprehension research, with many studies investigating the process in different contexts. Several researchers have proposed models of reading comprehension where inference generation has great prominence (GAGNÉ; YEKOVICH; YEKOVICH, 1993; KINTSCH; VAN DIJK, 1978; VAN DEN BROEK et al., 1999). That said, the objective of this study was to conduct a scoping review that proposed to discover the focus of studies about inferential reading comprehension in the present decade through the Periódicos da Capes platform. This study consisted of bibliographical research (GIL, 2017), comprising a sample of twelve studies. To analyze the articles, we explored the following aspects: inference types, offline and online methods of measuring comprehension, narrative and expository text types, individual differences, and L1 and L2 research. We presented a summary and critical appraisal of each one according to the topics outlined. The results showed that English was the prevalent language investigated considering L1 and L2, most studies used offline methods to measure comprehension, and narrative texts were the most popular in inferential reading research. It was out of the scope of this study to include research with cognitively impaired participants, studies conducted in graduate courses not published in peer-reviewed journals, and articles available only on other platforms, such as Web of Science, ResearchGate, and others. Despite the limitations, this study offered insight regarding future research in inferential reading comprehension. We suggest future studies employ online and offline measures, distinguish differences in inferential processes between text types, and explore individual differences in inference generation.

Macron’s Euphemism and Speech Acts in Prophet Cartoons Political Interview Used for Teaching Reading Comprehension

The prophet’s cartoon is an immense controversy for France and a country with a Muslim majority. As the France President, Emmanuel Macron has rarely gained critic toward the use of language when conveying his political discourse in the prophet cartoon case. Thus, this study explores Macron’s euphemism expressions in his political interview with Al Jazeera on the prophet cartoon. This paper also examines the effect (perlocutionary act) of Macron’s euphemism and then uses them as a means of teaching inferential reading comprehension in secondary school. This qualitative study employed transcription and documentation techniques to obtain the data. Macron’s euphemism was taken from his political interview on October 31, 2020 with Al-Jazeera, and comments of Macron’s political interview on YouTube are also used for the sample of the perlocutionary act. Moreover, Macron’s euphemism in YouTube is associated with euphemism in Jakarta Post online newspaper to be used as a means of teaching inferential reading comprehension. This study relied on the kind of euphemism by Rawson (1981), euphemism formation by Šebková (2012), perlocutionary act by Austin (1962), and inferential reading theory by Westwood (2008). In brief, it has been found that Macron utilized many positive euphemisms with widening formation to maintain his ideology and to shape the views of the world’s Muslims. Two perlocutionary acts (expression of acceptance and rejection) were also discovered, and Macron’s euphemism could be used as a means of teaching inferential reading comprehension.

Effects of E-Books and Printed Books on EFL Learners’ Reading Comprehension and Grammatical Knowledge

In today’s digital era, tablets are gaining popularity as reading devices. However, few studies have compared reading e-books on tablets with reading printed books and regular classroom instruction for language learning. To evaluate the role of tablets in reading and analyze the possibilities, the current study examined 97 elementary school students learning English as a foreign language in South Korea. These students were taught English once or twice a week for 11 weeks based on extensive reading using tablets (n = 42), printed books (n = 32), or regular textbook-based instruction as control (n = 23). The results indicate that literal level reading comprehension was improved the largest in the tablet group compared with the other groups. By contrast, improvements in inferential reading comprehension and grammatical knowledge were greater in those reading printed books than in the tablet group. The findings suggest that the print medium was superior for deep reading and digital texts were better for quick and shallow learning.

Teaching How to Infer Cultural Features through the Integration of the Directed Reading Thinking Activity

Language teaching is inextricably intertwined with culture teaching, and the reading skill is not exempted whereby many cultural features are pervasively encoded in literary texts. As an aftermath to the delineation of the poor level of inferential reading comprehension of first-year students of English at l’EcoleNormaleSupérieure of Sétif- MessaoudZeghar- Algeria, the instruction of the inferential comprehension of culturally laden texts through the integration of the Directed Reading Thinking Activity stimulated the aim behind the current scrutiny. To this end, a quasi-experimental pretest/posttest design constituted the methodological framework by dint of a purposeful sample selection of 34 students. Fundamental to this research was the selection of a realistic narrative entitled The Great Gatsby, which is inherently ingrained in the American culture. Ultimately, the statistical outcomes of the independent samples t-test on the performance of the posttest revealed a significant difference of p =.000 at the probability level of α<.05 in favor of the experimental group. This fact accentuated the positive effect of the treatment on the inferential reading comprehension whereby cultural schemata were omnipresent. Accordingly, diverse cultural features, that had characterized the American society in the 1920s, were inferred.

Exploring EFL learners\u2019 inferential reading comprehension skills through a flipped classroom

This study presents the results of a mixed-methods approach in finding the effects of the WebQuest-based flipped classroom on the EFL learners’ inferential reading comprehension skills. A group of EFL learners attending an IELTS course participated in the study. T-test and one-way repeated measures ANOVA were used to analyze the quantitative data. The results showed that the WebQuest-based flipped classroom effectively developed the learners’ inferential reading comprehension skills, and its long-term effect was also confirmed through the delayed post-test scores. The participants’ attitudes towards the WebQuest-based flipped classroom effects were also explored by conducting semi-structured interviews analyzed by utilizing thematic analysis through which the participants’ perspectives were coded and categorized. The findings revealed the EFL learners’ mainly positive attitudes towards the effectiveness of this innovative approach in developing their inferential reading comprehension skills. The pedagogical implications of using WebQuest-based flipped instruction as an efficient and effective alternative to traditional classroom practice are discussed.

Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status

Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers.

Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions are most effective. Conducted within a parent project, which investigated the effects of an inferential reading comprehension intervention, the current study examined factors related to the deployment of students’ attention as well as language status that might be associated with differential response to intervention. Sixty-six struggling middle school readers were randomly assigned to a computerized version of the intervention, a teacher-led version, or business-as-usual (BaU) control instruction. The influence of language status (i.e., English Learner status) and pre-intervention levels of mind-wandering, anxiety, and mindset on the effects of the inferential reading comprehension intervention were examined. There were no moderator effects for the teacher-led group compared to the BaU control. Conversely, anxiety, mind-wandering, and language status moderated the effects of the computer-led intervention for some reading and inference-making outcomes. The computer-led intervention was associated with improved inference-making for students with higher levels of self-reported anxiety and mind-wandering. In contrast, the computer-led intervention was less beneficial than BaU instruction for English learners. Findings are discussed with respect to how these factors might be relevant for interpreting the effects of interventions for struggling middle school readers in general, and for English learners in particular. The findings also point to the importance of considering the characteristics of both student and instructional features in the creation and testing of reading comprehension interventions.

Strategy-based reading comprehension therapy during early acquired brain injury rehabilitation: preliminary results

Introduction An evidence-based intervention and service delivery model for early acquired brain injury reading comprehension rehabilitation (involving multiple-strategy, hierarchical reading) was investigated with 3 clients <3 m post onset as part of their brain injury rehabilitation program. Materials and methods A multiple-baseline single case experimental design was used for each participant, with data analysed using Tau-U. Assessments of reading comprehension (impairment and activity level) were performed pre/post intervention, and at follow-up (3–6 months post-treatment). Participants’ perceptions of the intervention and service delivery model were captured via semi-structured interviews. Results All participants demonstrated improved reading comprehension post-intervention on all formal measures. At follow-up, reading comprehension was grossly maintained by 2 participants. The single case experimental design results (Tau-U) showed moderate-large intervention effect sizes for factual and inferential reading comprehension, two participants had significant (p = 0.01) changes. Participants reported overall positive experiences with the intervention. Conclusion The intervention and service delivery model were successfully implemented in clinical practice, and preliminary results show the intervention has clinical promise with an early acquired brain injury population. IMPLICATIONS FOR REHABILITATION Cognitive communication reading comprehension deficits occur following acquired brain injury and impact participation during rehabilitation and in the community. An evidence-based intervention for the early rehabilitation of cognitive communication reading comprehension deficits following acquired brain injury has been developed and trialled in clinical practice with adults <3 months post-acquired brain injury, via a series of single-case experimental designs. Improvements in reading comprehension skill and activity/participation occurred for all participants post-intervention; statistically significant changes occurred for 2 of 3 clients. Early rehabilitation of cognitive communication reading comprehension deficits can be successfully implemented as a component of a multidisciplinary rehabilitation program.

The Reading–Writing Connection based on Independent Reading and Writing: A Systematic Review

Although much is known of the impact of systematic reading instruction on writing performance and of systematic writing instruction on reading comprehension, little is known regarding the reading–writing connection based on independent reading and writing. This systematic review identified 13 experimental studies published between 1970 and 2019 that purported to investigate the impact of independent reading on writing performance and of independent writing on reading comprehension. Findings conclusively suggest that independent reading enhances the overall quality of narrative and descriptive writing and increases output, mechanics, spelling accuracy, content, grammatical accuracy, and text organization. However, independent reading failed to enhance vocabulary ratio, length of T-units and sentences, and sentence structure at a statistically significant level. Moreover, independent writing improves literal reading comprehension for beginning, low-performing, and at-risk students, and improves literal and inferential reading comprehension for normally achieving students. The findings suggest that the writing-to-reading connection may be moderated by the level of language proficiency. Discussion, limitations, and directions for future research are provided.

Effectiveness of Reading Aloud Strategies for Inferential Reading Comprehension Skills and Text Difficulties of Saudi Students at University Level

Reading comprehension is the ability to process text. It is an essential part of learning for university students. A lot of strategies are used for reading. Among them, reading aloud strategies are vital reading strategies. Saudi Arabia is a country where English is to be spoken as a second language. Due to weak school basal reading, the Saudi students have problem with reading text level where they are failed at university learning material for high-level reading skills such as inferential, evaluative, and critical reading. However; in this study, a survey was distributed among 27 students to know their opinion about the effectiveness of reading aloud strategies for inferential reading comprehension skills and text difficulties of Saudi students at the university level. Convenience sampling was used as both the researchers were from the same place. The study was conducted at the Department of English. College of Arts, King Faisal University, Alhasa. SPSS descriptive statistics were used for analysis by using SPSS version 21. Atlas-ti 8 reports were also used for the elaboration of major themes during the literature review from previous research studies. The findings showed reasonable effectiveness of these strategies. These strategies were also recommended for future research on inferential reading comprehension skills and the solution of difficult text by having the present set up of strategies being used by Saudi university level students.