ERIC Number: ED240515
Record Type: RIE
Publication Date: 1983-May-5
Reference Count: 0
Inferential Comprehension: The Effects of Text Source, Decoding Ability, and Mode.
First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences. Analysis of both the number of correct responses and the number of erroneous inferences revealed significant decoding ability by story-source interactions. Fast-accurate readers showed similar inferential abilities across all stories, whereas slow-inaccurate readers showed significant story-source effects and slow-accurate readers showed an intermediate trend. All readers demonstrated equivalent inferential abilities for their own stories, but the less skilled readers showed increasing deficits in correct inference making for stories written by peers and adults. There were no significant differences for silent or oral reading conditions. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Inferences; Reader Text Relationship
Note: Paper presented at the Annual Meeting of the International Reading Association (28th, Anaheim, CA, May 2-6, 1983).