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Peer reviewedBeal, Carole R. – Child Development, 1990
Four studies determined when first, second, and third graders recognize that they make inferences to understand text, and the effect of this recognition on their ability to revise text and monitor its informativeness. Younger children tended to attribute inferred information to the text, while older children clearly distinguished inferred and…
Descriptors: Age Differences, Cognitive Ability, Comprehension, Difficulty Level
