Children's inference generation across different media

By Panayiota Kendeou, Catherine M. Bohn-Gettler, M. White, Paul van den Broek. 2008

309 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4cc05a388b1b525bc7b4e8a394f7c9d81f09835b

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In Developmental and Educational Psychology

Citations in the corpus

Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “…ability (e.g., Ouellette and Beers 2010), reading fluency (e.g., Kim et al. 2012), vocabulary (e.g., Ouellette 2006), inference-making (e.g., Kendeou et al. 2008), working memory (e.g., Cain et al. 2004), and motivation (e.g., Guthrie et al. 2007) all likely play a role in this complex task.”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “A converging finding is 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).”
Reading Comprehension (2016, background): “For example, 4- to 8-year-old children’s inference skills across aural, televised, and written stories predicted overall reading comprehension performance longitudinally, independent of the media factor (Kendeou et al., 2008).”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Higher level processes such as inference making, executive functions, and attention–allocation skills are recruited in similar ways during reading a text, listening to a text, or even during a visual presentation of the narrative (Gernsbacher, 1991; Kendeou et al., 2005, 2007, 2008).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…er an d is no t to be di ss em in at ed br oa dl y. guage skills such as vocabulary and grammatical knowledge (including syntax and morphosyntax; Kendeou et al., 2008; Lepola, Lynch, Laakkonen, Silvén, & Niemi, 2012; Strasser & del Rio, 2014), which, in turn, are necessary for higher order…”
Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, background): “…(Ackerman, 1986, 1988; Casteel & Simpson, 1991; Omanson, Warren, & Trabasso, 1978; Paris & Lindauer, 1976; Paris & Upton, 1976), nonetheless inferential skills predicted 4- to 6-year-olds’ narrative comprehension, even after controlling for the effect of receptive vocabulary (Kendeou et al., 2008).”
Processing demands of reading comprehension tests in young readers (2012, methodology): “The recall test was adapted from Kendeou et al. (2009). Participants were asked to read and recall an age-appropriate narrative that had a standard but complex story structure in which the protagonist made several attempts to achieve his desired goal (story length was 177 words).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Preschoolers are capable of generating inferences, monitoring their comprehension, and demonstrate knowledge of story structure (e.g., Kendeou et al., 2008; Skarakis-Doyle, 2002; Trabasso & Nickels, 1992).”
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): “…that inferences others’ thoughts and emotions (i.e., perspective taking) is one of the important higher order cognitive skills for text comprehension and growing evidence of its role in text comprehension (Kim, 2015a, 2016; Kim & Phillips, 2014; Graesser et al., 1994; Kendeou et al., 2008).”