ABSTRACT

In the present study, the inference making abilities of poor comprehenders were investigated. Poor comprehenders are characterized by having word decoding skills within normal range with delayed reading comprehension skills relative to their peers. Eighty elementary school children in grades three to six participated in this study. Among them, 40 were poor comprehenders and 40 were normally developing children. Three stories were used to assess the subjects' comprehension abilities. After reading the stories, they were asked to reply to two types of questions: literal questions and inference questions. For each story, 10 questions (five literal and five inference questions) were asked. A 2-way ANOVA of the subject group (2) x question type (2) was conducted, where the question type was a repeated measure. The results of this study were as follows: (1) significant main effects were found for the subject group and question type, (2) an ingrouption brtween group and question type was also statistically significant. Poor comprehedners were less upcurate than normal children in answering both types of questions. Such group differences appear to be larger for inference questions than for literal questions. Poor comprehenders' inference problems during reading were interpreted in terms of various psycholinguistic processes required for inferencing. Implications for intervention were also discussed.

KEYWORD

Poor comprehenders, inferencing, comprehension

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