Inference-generating abilities of students with reading disabilities: A product of fluent word decoding?
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TextDescription: 112 pISBN: 0493320520Subject(s): Education, Special | Education, Reading | 0529 | 0535Dissertation note: Thesis (Ph.D.)--University of Minnesota, 2001. Summary: The purpose of this study is to examine the extent to which comprehension difficulties of students with reading disabilities are a function of word decoding rate versus inference generating abilities. Three groups of 14 children each participated in the study: one group of students with reading disabilities, a younger group matched on word decoding fluency to the reading disabilities group, and a group matched on grade level to the reading disabilities group. Participants in all groups read four narrative stories, two in a Read-Aloud and two in a Read-Along condition and answered eleven comprehension questions after each story. Comprehension questions were of four types: Literal, text-connecting, reinstatement, and elaboration. Results of this study show that the word decoding fluency rates of students with reading disabilities may impact their abilities to generate inferences. However, word decoding fluency rate cannot solely account for the difficulties these students have generating inferences. The implications of these findings for educational practice and future research are then discussed.
Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2382.
Adviser: Christine A. Espin.
Thesis (Ph.D.)--University of Minnesota, 2001.
The purpose of this study is to examine the extent to which comprehension difficulties of students with reading disabilities are a function of word decoding rate versus inference generating abilities. Three groups of 14 children each participated in the study: one group of students with reading disabilities, a younger group matched on word decoding fluency to the reading disabilities group, and a group matched on grade level to the reading disabilities group. Participants in all groups read four narrative stories, two in a Read-Aloud and two in a Read-Along condition and answered eleven comprehension questions after each story. Comprehension questions were of four types: Literal, text-connecting, reinstatement, and elaboration. Results of this study show that the word decoding fluency rates of students with reading disabilities may impact their abilities to generate inferences. However, word decoding fluency rate cannot solely account for the difficulties these students have generating inferences. The implications of these findings for educational practice and future research are then discussed.
School code: 0130.
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