We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly…

We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children's reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic…

The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique…

In the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading…

Several researchers have shown that children's ability to make inferences is related to their reading comprehension. The majority of research on this topic has been conducted on older children. However, given the recent focus on the importance of narrative comprehension in prereaders, the current study examined the relationship between inference…