Inference generation, story comprehension, and language skills in the preschool years

By Virginia Tompkins, Ying Guo, Laura M. Justice. 2013

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/02919d40426d44e6f52049352fa42a9749ac1a3f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Y. Kim
2. Macarena Silva
3. K. Cain
4. Kate Nation
5. Jane Oakhill
6. J. R. García
7. Y. Chiu
8. Kelly B. Cartwright

In Education

1. Macarena Silva
2. Y. Kim
3. K. Cain

Citations in the corpus

• Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “…and language skills are not sufficient to construct the situation model (i.e., listening comprehension) because initial and local propositions have to undergo integration processes for which higher order cognitive skills such as inference are needed (Kim, 2015a, 2016; Tompkins et al., 2013).”
• The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “that young children’s inference skills are predictive of broader measures of concurrent narrative comprehension in addition to vocabulary knowledge in 4- to 6-year-olds (Florit et al., 2011; Kendeou et al., 2008; Tompkins et al., 2013).”