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The role text structure inference skill plays for eighth graders’ expository text comprehension

Reading & writing, 2018-11, Vol.31 (9), p.2065-2094 [Peer Reviewed Journal]

The Author(s) 2017 ;Reading and Writing is a copyright of Springer, (2017). All Rights Reserved. © 2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0922-4777 ;EISSN: 1573-0905 ;DOI: 10.1007/s11145-017-9801-x ;PMID: 30416262

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  • Title:
    The role text structure inference skill plays for eighth graders’ expository text comprehension
  • Author: Welie, Camille ; Schoonen, Rob ; Kuiken, Folkert
  • Subjects: Bilingualism ; Discourse markers ; Dutch language ; Education ; Elementary school students ; Fluency ; Grade 8 ; Indo European Languages ; Inference ; Inferences ; Knowledge Level ; Language and Literature ; Language proficiency ; Language Skills ; Linguistics ; Literacy ; Metacognition ; Middle school students ; Monolingualism ; Neurology ; Prediction ; Psycholinguistics ; Reading Comprehension ; Reading Fluency ; Reading Skills ; Reading tests ; Sentences ; Social Sciences ; Text Structure
  • Is Part Of: Reading & writing, 2018-11, Vol.31 (9), p.2065-2094
  • Description: 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 predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications.
  • Publisher: Dordrecht: Springer Netherlands
  • Language: English
  • Identifier: ISSN: 0922-4777
    EISSN: 1573-0905
    DOI: 10.1007/s11145-017-9801-x
    PMID: 30416262
  • Source: Education Resources Information Center (ERIC)
    SpringerOpen
    ProQuest Central
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