title: Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers.
abstract: OBJECTIVE
  We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers.
  
  
  METHODS
  A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction.
  
  
  RESULTS
  One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (g = 1.37) and on a standardized measure of reading comprehension-i.e., Wechsler Individual Achievement Test-Third Edition Reading Comprehension (g = 0.46).
  
  
  CONCLUSIONS
  The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers.
authors: Department of Special Education, University of Missouri-Columbia.
authors: Amy E
authors: AE
authors: Barth
authors: Department of Elementary and Special Education, Middle Tennessee State University, Murfreesboro.
authors: Amy
authors: A
authors: Elleman
mesh_terms: D000293:Adolescent; D002648:Child; D032882:Comprehension; D004410:Dyslexia / Q000523:psychology / Q000628:therapy*; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D033262:Narration; D011932:Reading; D012073:Remedial Teaching / Q000379:methods*; D013334:Students / Q000523:psychology