Inferential comprehension, age and language

Previous L1 and L2 research on inferential comprehension has tended to follow a quantitative orientation. By contrast, L2 research on critical reading is qualitative and tends to ignore inferences. This paper presents a qualitative, design-based study of a critical reading intervention focused on promoting generative rhetorical inferences and investigating co-adaptation and emergence of new meaning-making capacities. Complexity theory (CT) constructs were used to research processes of co-adaptation between the participants' comprehension and the teacher-researcher's understanding of learning and instructional needs. Identification of attractor states and control parameters in classroom discourse were used to explore unpredicted factors influencing the participants' inferential comprehension and further refine the intervention. The results indicate that rhetorical genre knowledge acted as a control parameter driving the students' comprehension to attractor states characterized by implausible inferences, and that this knowledge explains the emergence of pragmatic meaning (rhetorical inferences) from semantic meaning. The paper illustrates the usefulness of CT constructs in doing design-based research qualitatively in a manner that informs both theory and practice.

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A Research on the effect of social media on tendency to entrepreneurship and business establishment (Case Study: Active Iranian Entrepreneurs in Social Media)

Emerging Science Journal ◽

10.28991/esj-2017-01115 ◽

2017 ◽

Vol 1 (1) ◽

pp. 43 ◽

Cited By ~ 3

Author(s):

Masoud Tosifyan ◽

Saeed Tosifyan

Keyword(s):

Social Media ◽

Structural Equation ◽

Pearson Correlation ◽

Pearson Correlation Test ◽

Kolmogorov Smirnov ◽

Business Establishment ◽

Descriptive Survey ◽

Inferential Comprehension ◽

Smirnov Test

This research was done with the aim to investigate the effect of social media on tendency to entrepreneurship and business establishment. The aim of applied research and methods used in this survey was a descriptive survey research. A standard questionnaire was used to collect relevant data in this study. The reliability of each questionnaire was estimated 0.779, 0.806 and 0.798. The population study is Iranian entrepreneurs who are active in social media and number of them is uncertain; A sample of 120 active Iranian entrepreneurs were selected as target and a questionnaire was distributed among these individuals. To collect the information and necessary data to evaluate the hypotheses of the research, a questionnaire and SPSS and LISREL software were evaluated. At inferential comprehension level, techniques of Kolmogorov-Smirnov test for being normal, Pearson correlation test and structural equation modelling were used to test the hypotheses. Based on the results, the hypotheses were accepted.

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TOWARD A PEDAGOGY OF INFERENTIAL COMPREHENSION AND CREATIVE RESPONSE

Understanding Readers' Understanding ◽

10.4324/9780203056837-19 ◽

2013 ◽

pp. 228-252

Keyword(s):

Inferential Comprehension

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The Development of Inferential Comprehension

Child Development ◽

10.2307/1128546 ◽

1977 ◽

Vol 48 (4) ◽

pp. 1728 ◽

Cited By ~ 40

Author(s):

Scott G. Paris ◽

Barbara K. Lindauer ◽

Gloria L. Cox

Keyword(s):

Inferential Comprehension

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A Study on the Development of Inferential Comprehension Ability Assessment for the Diagnosis of Reading Comprehension Difficulties in Middle School Students

Journal of reading research ◽

10.17095/jrr.2020.54.4 ◽

2020 ◽

Vol 54 ◽

pp. 103-133

Author(s):

Yeong-Mi Choi ◽

Young-Min Park

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Middle School Students ◽

School Students ◽

Comprehension Ability ◽

Inferential Comprehension

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The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

Learning Disability Quarterly ◽

10.2307/1511250 ◽

1996 ◽

Vol 19 (2) ◽

pp. 86-98 ◽

Cited By ~ 44

Author(s):

Joseph R. Boyle

Keyword(s):

Reading Comprehension ◽

Standardized Tests ◽

Grade Level ◽

Cognitive Mapping ◽

Control Group ◽

Poor Reading ◽

Mild Disabilities ◽

Mapping Strategy ◽

Below Grade Level ◽

Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

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