Context Clues Influence on Students’ Vocabulary and Reading Comprehension Scores
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Inferencing is the ability to draw conclusions beyond the text to comprehend it on a deeper and more connective level. This sophisticated strategy enables middle school students to not only understand a text better, but it is an essential higher order skill that helps to develop the deepest levels of comprehension. Research demonstrates that struggling readers benefit more from direct instruction involving inferencing strategies than those who are more proficient in reading. This study adds to research literature on teaching inferencing strategies will assist students in creating connections that focus on integrating information from a text. Given the importance of inference generation to reading comprehension, this study investigated the influences of inference instruction on the comprehension skills of struggling middle school readers. Overall, the results from this quasi-experimental study indicate that direct instruction of inferencing show significant gains to student reading comprehension.
Keywords
Inferencing, Middle School, Reading Comprehension
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Shavers, Emily, "Context Clues Influence on Students’ Vocabulary and Reading Comprehension Scores" (2022). Georgia Educational Research Association Conference. 42.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/42
Context Clues Influence on Students’ Vocabulary and Reading Comprehension Scores
PARB 227 (Second Floor)
Inferencing is the ability to draw conclusions beyond the text to comprehend it on a deeper and more connective level. This sophisticated strategy enables middle school students to not only understand a text better, but it is an essential higher order skill that helps to develop the deepest levels of comprehension. Research demonstrates that struggling readers benefit more from direct instruction involving inferencing strategies than those who are more proficient in reading. This study adds to research literature on teaching inferencing strategies will assist students in creating connections that focus on integrating information from a text. Given the importance of inference generation to reading comprehension, this study investigated the influences of inference instruction on the comprehension skills of struggling middle school readers. Overall, the results from this quasi-experimental study indicate that direct instruction of inferencing show significant gains to student reading comprehension.
