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Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review
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Elleman, Amy M. – Journal of Educational Psychology, 2017
Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K-12 was conducted. Results showed that inference instruction was effective for increasing students' general…
Descriptors: Inferences, Reading Instruction, Reading Comprehension, Instructional Effectiveness
Validity of Student Ratings of Instruction: What We Know and What We Do Not Know.
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Abrami, Philip C.; And Others – Journal of Educational Psychology, 1990
Primary research on student ratings of instruction is reviewed, and questions about the validity of such ratings as measures of teacher effectiveness are explored using nomological coding of 43 validity studies to examine causes of variability in coefficients of validity. Deficiencies of prior analyses and research needs are identified. (SLD)
Descriptors: Coding, College Faculty, College Students, Generalization