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Inference making ability and its relation to comprehension failure

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Inference making ability and its relation to comprehension failure. / Cain, Kate; Oakhill, Jane.
In: Reading and Writing, Vol. 11, No. 5-6, 12.1999, p. 489-503.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K & Oakhill, J 1999, 'Inference making ability and its relation to comprehension failure', Reading and Writing, vol. 11, no. 5-6, pp. 489-503. https://doi.org/10.1023/A:1008084120205

APA

Cain, K., & Oakhill, J. (1999). Inference making ability and its relation to comprehension failure. Reading and Writing, 11(5-6), 489-503. https://doi.org/10.1023/A:1008084120205

Vancouver

Cain K, Oakhill J. Inference making ability and its relation to comprehension failure. Reading and Writing. 1999 Dec;11(5-6):489-503. doi: 10.1023/A:1008084120205

Author

Cain, Kate ; Oakhill, Jane. / Inference making ability and its relation to comprehension failure. In: Reading and Writing. 1999 ; Vol. 11, No. 5-6. pp. 489-503.

Bibtex

@article{390dc519bfcc417890dfa85547058c78,
title = "Inference making ability and its relation to comprehension failure",
abstract = "Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.",
keywords = "Causal relations, General knowledge , Inference making ability, Reading comprehension, Young children",
author = "Kate Cain and Jane Oakhill",
year = "1999",
month = dec,
doi = "10.1023/A:1008084120205",
language = "English",
volume = "11",
pages = "489--503",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "5-6",

}

RIS

TY - JOUR

T1 - Inference making ability and its relation to comprehension failure

AU - Cain, Kate

AU - Oakhill, Jane

PY - 1999/12

Y1 - 1999/12

N2 - Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.

AB - Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.

KW - Causal relations

KW - General knowledge

KW - Inference making ability

KW - Reading comprehension

KW - Young children

U2 - 10.1023/A:1008084120205

DO - 10.1023/A:1008084120205

M3 - Journal article

VL - 11

SP - 489

EP - 503

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 5-6

ER -