Commun Sci Disord. 2017;22(4): 669-680.
Published online December 31, 2017.
doi: https://doi.org/10.12963/csd.17428
Inferential Characteristics of Poor Comprehenders and Typically Developing Children Using the ThinkAloud Method
Hae In Kima , and So-Young Choib
aDepartment of Speech-Language Pathology, Graduate School, Dankook University, Yongin, Korea
bGraduate School of Special Education, Dankook University, Yongin, Korea
Corresponding Author: So-Young Choi ,Tel: +82-31-8005-3813, Fax: +82-31-8021-7144, Email: syc529@dankook.ac.kr
Received October 2, 2017  Revised: November 16, 2017   Accepted November 29, 2017
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Previous studies have shown that poor comprehenders have inadequate inferencing skills, however, there is a lack of research on how they produce inferences in comprehension processing when reading text. This study analyzed the inference aspect produced when poor comprehenders read text using a Think-Aloud procedure, and compared the results to those produced by typically developing (TD) children.
Think-Aloud is a procedure that encourages the expression of thoughts that freely come to mind after reading visually presented stories aloud sentence by sentence. Twenty-four elementary school children in grades three to six participated in this study. Among them, 12 were poor comprehenders and 12 were TD children.
First, poor comprehenders produced inferential clauses with lower frequency than TD children. However, the numbers of total clauses produced by the two groups were similar, which indicates that poor comprehenders produce inferential clauses at a lower rate than typically developing children. Second, the accuracy of inferential clauses produced by poor comprehenders was similar to that of TD children. Third, poor comprehenders generated significantly less explanatory inferences than TD children. Explanatory inference plays an important role in reading comprehension; it helps children to determine the cause of an event in a story and to recall information based on preceding sentences.
This study determined inference characteristics by comparing the inference aspect produced during the reading of a story by poor comprehenders with that of TD children, and provides experimental data for reading intervention by identifying subtypes of inference.
Keywords: Poor comprehenders | Think-Aloud method | Inference
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