Comprehension skill, inference-making ability, and their relation to knowledge

By K. Cain, Jane Oakhill, Marcia Barnes, P. Bryant. Memory & Cognition, 2001

621 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e5889716b023facceeb01a8f7bcbe0a27a58e772

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Citations in the corpus

Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “Although these studies involved children of reading age, the passages were presented orally to the children (as in Cain et al., 2001; see also Barnes, Dennis, & Haefele-Kalvaitis, 1996), demonstrating that this format could he used for nonreaders.”
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, background): “…in fostering reading comprehension include verbal memory (Perfetti et al., 1996; Swanson, Cochran, & Ewers, 1989); inferential and reasoning skills (Cain et al., 2001; Catts et al., in press); and attention (Gehlani, Sidhu, Jain, & Tannock, 2004; McInnes, Humphries, Hogg-Johnson, & Tannock, 2003).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. shown to require more practice to learn the literal content of a new knowledge base (Cain et al., 2001).”
Reading Comprehension (2016, background): “, 2015), inference making (Cain et al., 2001; Singer, 2013), comprehension monitoring (Connor et al.”
Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004, background): “The ability to generate these types of inference is related to both age and reading comprehension skill (Barnes, Dennis, & Haefele-Kalvaitis, 1996; Cain & Oakhill, 1999; Cain, Oakhill, Barnes, & Bryant, 2001; Casteel & Simpson, 1991; Oakhill, 1982, 1984; Omanson, Warren, & Trabasso, 1978).”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “…skilled comprehenders, skilled comprehenders are active processors of text and are more likely to remember more information from the text, make more inferences, use more reading strategies, and integrate the text with prior knowledge (Cain et al., 2001; Hannon & Danemon, 2001; Lau & Chan, 2003).”
Exploring Written Narrative in Children with Poor Reading Comprehension (2006, background): “Despite adequate reading accuracy and fluency, both reading comprehension and oral language comprehension are poor, and a number of studies have documented poor comprehenders’ difficulty with drawing inferences (eg, Cain & Oakhill, 1999 ; Cain, Oakhill, Barnes, & Bryant, 2001 ).”
Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity. (2004, background): “Consistent with previous work (Cain et al., 2003), there was a relation between inference from context and reading comprehension skill, this time with an older sample of children. Contrary to previous research by Stothard and Hulme (1992), less skilled comprehenders had weak verbal working memory sk”