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ERIC Number: EJ1108114
Record Type: Journal
Publication Date: 2016-Aug
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0731-9487
The Effects of an Inference-Making Strategy Taught with and without Goal Setting
Reed, Deborah K.; Lynn, Devon
Learning Disability Quarterly, v39 n3 p133-145 Aug 2016
This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting (IIG), or inference + group goal setting (IGG). The Kruskal-Wallis one-way analysis of variance revealed no significant differences between groups on overall reading comprehension performance, but students in the IGG group significantly outperformed the IO and IIG groups on evaluation items, ?[superscript 2] (2, N = 24) = 13.18, p = 0.001. Paired samples t tests indicated all groups significantly improved their comprehension performance from pre- to posttest, IO: t(8) = 2.76, p < 0.05; IIG: t(6) = 3.97, p < 0.01; IGG: t(7) = 4.35, p < 0.01. The IGG group wrote significantly more valid inferences in Lessons 3 to 7 than the IO or IIG groups; ?2 (2) ranged from 7.26, p < 0.05, to 16.16, p < 0.001.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards