The influence of reader and text characteristics on sixth graders' inference making
Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.
Authors
- Gillian Francey (ORCID: https://orcid.org/0000-0002-6126-8356)
- Margeaux Ciraolo
- Shelley Gray (ORCID: https://orcid.org/0000-0002-7258-547X)
- Marilyn S. Thompson (ORCID: https://orcid.org/0000-0002-4419-6290)
- Kate Cain (ORCID: https://orcid.org/0000-0003-2780-188X)
- Nicola K. Currie (ORCID: https://orcid.org/0000-0003-4160-5543)
- M. Adelaida Restrepo (ORCID: https://orcid.org/0000-0001-6210-3759)
- Robert Davies (ORCID: https://orcid.org/0000-0002-7783-9782)
- Mindy Sittner Bridges (ORCID: https://orcid.org/0000-0001-5637-6953)
Institutions
- Oregon State University (US)
- Edge Hill University (GB)
- University of South Florida (US)
- University of Kansas Medical Center (US)
- Arizona State University (US)
- Lancaster University (GB)
Publication Details
- Journal
- Journal of Research in Reading
- Published
- 2024-11-13
- DOI
- https://doi.org/10.1111/1467-9817.12474
- Citations
- 1
- Primary Topic
- Reading and Literacy Development
- Type
- article
- Field-Weighted Citation Impact
- 0.79
Funders
- National Institute of Child Health and Human Development