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ERIC Number: ED262387
Record Type: Non-Journal
Publication Date: 1985-Oct
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Development of Inferencing Abilities in Grades Two through Three.
Hasinoff, Shelley
A study examined whether the basic skills performances of children in the primary grades were responsive to their inferencing abilities. It was hypothesized that the three components (informational, causal, and evaluative) of the second and third grade inferencing abilities tests would constitute a hierarchy of inferencing and that the impact of the inferencing abilities on basic skills competencies would change over time. Subjects, 217 children from 12 classes in seven schools from a cross-section of socioeconomic, rural, commuter, and urban populations were followed from the beginning of grade 2 until the end of grade 3. Literacy and numeracy achievements were assessed using the Canadian Tests of Basic Skills. Each child in the sample met individually with an experimenter in the fall of each year for a 30-minute session, of which the Inferencing Ability Test formed a 10-minute part at the beginning of the session. The child was shown a poster, given time to examine it, and then asked a set of questions (with the poster in view). In addition the child was given two sets of scrambled sequence cards to put in order, one set at a time. Results support the notion of a hierarchy of inferencing skills, and suggest that skill in inferencing may underlie and constrain achievement in literacy and numeracy in the primary grades. Measurement and evaluation of inferencing ability ought, therefore, to occur earlier to determine which children require extra assistance in their development. (Tables of findings are included.) (DF)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A