title: Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension.
abstract: This study aimed to enhance third and fourth graders' text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence), and depth of an inference (making single lexical inferences versus combining multiple lexical inferences), as well as the type of searching strategy (forward versus backward). Results indicated that, compared to a control group (n = 51), children who followed the experimental training (n = 67) improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a 'level of text representation'-approach can provide a useful framework to teach inference making skills to third and fourth graders.
authors.affiliation: Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
authors.forename: Lisanne T
authors.initials: LT
authors.lastname: Bos
authors.affiliation: Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
authors.forename: Bjorn B
authors.initials: BB
authors.lastname: De Koning
authors.affiliation: Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
authors.forename: Stephanie I
authors.initials: SI
authors.lastname: Wassenburg
authors.affiliation: Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
authors.forename: Menno
authors.initials: M
authors.lastname: van der Schoot
keywords: inference making; intervention studies; primary school children; reading comprehension; situation model