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Butterfuss, Reese; Kendeou, Panayiota; McMaster, Kristen L.; Orcutt, Elly; Bulut, Okan – Scientific Studies of Reading, 2022
We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII)…
Descriptors: Kindergarten, Young Children, Reading Comprehension, Inferences
HyeJin Hwang; Seohyeon Choi; Manjary Guha; Kristen McMaster; Rina Harsch; Panayiota Kendeou – Grantee Submission, 2024
In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role…
Descriptors: Executive Function, Reading Comprehension, Word Recognition, Multilingualism
Butterfuss, Reese; Kendeou, Panayiota; McMaster, Kristen L.; Orcutt, Elly; Bulut, Okan – Grantee Submission, 2021
We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII)…
Descriptors: Kindergarten, Young Children, Reading Comprehension, Inferences
de Koning, Björn B.; Wassenburg, Stephanie I.; Ganushchak, Lesya Y.; Krijnen, Eke; van Steensel, Roel – First Language, 2020
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted…
Descriptors: Inferences, Intervention, Parent Child Relationship, Story Reading
Kelso, Katrina; Whitworth, Anne; Leitão, Suze – Child Language Teaching and Therapy, 2022
In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as "poor comprehenders". Levels of effectiveness…
Descriptors: Intervention, Decoding (Reading), Reading Comprehension, Instructional Effectiveness
Hu, Chieh-Fang; Maechtle, Cheyenne – Modern Language Journal, 2021
Two studies examined the role of input distribution in English construction learning, by child learners from a Mandarin first-language background, and the extent to which phonological short-term memory and awareness predicted such learning. In the first study, 4th-grade students of Mandarin Chinese (N = 121) learned the English object-cleft…
Descriptors: Linguistic Input, Mandarin Chinese, English (Second Language), Second Language Learning
Deckert, Matthias; Schmoeger, Michaela; Schaunig-Busch, Ines; Willinger, Ulrike – Journal of Child Language, 2019
Metaphor development in conjunction with verbal intelligence and linguistic competence in middle childhood and at the transition to early adolescence was investigated. 298 individuals between seven and ten years (chronological age) who attended grades two-four (mental age) were tested for metaphor processing by the Metaphoric Triads Task, for…
Descriptors: Verbal Ability, Linguistic Competence, Language Processing, Prediction
Westerveld, Marleen F.; Filiatrault-Veilleux, Pamela; Paynter, Jessica – Autism & Developmental Language Impairments, 2021
Background and aims: The purpose of the current exploratory study was to describe the inferential narrative comprehension skills of young school-age children on the autism spectrum who, as a group, are at high risk of significant and persistent reading comprehension difficulties. Our aim was to investigate whether the anticipated difficulties in…
Descriptors: Inferences, Autism Spectrum Disorders, Narration, Story Telling
Kim, Young-Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie – Journal of Educational Psychology, 2022
We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…
Descriptors: Transfer of Training, Second Language Learning, Native Language, Bilingualism
Kelso, Katrina; Whitworth, Anne; Leitão, Suze – Reading & Writing Quarterly, 2022
This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…
Descriptors: Language Processing, Oral Language, Reading Comprehension, Profiles
Tonini, Elisabetta; Lecce, Serena; Del Sette, Paola; Bianco, Federica; Canal, Paolo; Bambini, Valentina – First Language, 2022
Although metaphors are essential tools in everyday communication and educational settings, the literature lacks evidence of effective training tools to promote metaphor comprehension in typical development. Grounding in theoretical pragmatics, we developed a novel metaphor comprehension training (MetaCom) for school-age children that focuses on…
Descriptors: Figurative Language, Language Processing, Transfer of Training, Reading Comprehension
Kim, Young-Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie – Grantee Submission, 2021
We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…
Descriptors: Transfer of Training, Second Language Learning, Native Language, Bilingualism
Clinton, Virginia; Carlson, Sarah E.; Seipel, Ben – Journal of Psycholinguistic Research, 2016
Words can be informative linguistic markers of psychological constructs. The purpose of this study is to examine associations between word use and the process of making meaningful connections to a text while reading (i.e., inference generation). To achieve this purpose, think-aloud data from third-fifth grade students (N = 218) reading narrative…
Descriptors: Psycholinguistics, Inferences, Grade 3, Grade 4
Kendeou, Panayiota; McMaster, Kristen L; Butterfuss, Reese; Kim, Jasmine; Bresina, Britta; Wagner, Kyle – Grantee Submission, 2019
We present an integrated theoretical framework guiding the use of visual narratives in educational settings. We focus specifically on the use of static and dynamic visual narratives to teach and assess inference skills in young children and discuss evidence to support the efficacy of this approach. In doing so, first we review the basis of the…
Descriptors: Inferences, Language Processing, Feedback (Response), Visual Aids
Geurts, Bart; Katsos, Napoleon; Cummins, Chris; Moons, Jonas; Noordman, Leo – Language and Cognitive Processes, 2010
Superlative quantifiers ("at least 3", "at most 3") and comparative quantifiers ("more than 2", "fewer than 4") are traditionally taken to be interdefinable: the received view is that "at least n" and "at most n" are equivalent to "more than n-1" and "fewer than n+1",…
Descriptors: Prediction, Cognitive Processes, Language Processing, Logical Thinking
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