Relationship of Inference-Making to Reading Comprehension in Struggling Middle Schoolers
Stadwick, Rachel
:
2022
Abstract
This study evaluated how well different types of inferences predict reading comprehension achievement in 155 struggling middle school readers. Text-based inferences, particularly the ability to link pronouns to their referents, and knowledge-based inferences strongly predicted reading comprehension achievement above word reading fluency. Implications for reading intervention with adolescents are discussed.