ORIGINAL ARTICLE
Commun Sci Disord. 2017;22(4): 681-689.
Published online December 31, 2017.
doi: https://doi.org/10.12963/csd.17436
Elaborative Inference in Children with Poor Reading Comprehension: Instrument Inference
Ye Seul Parka , Mina Hwangb , and Sunhee Koc
aGraduate School of Special Education, Dankook University, Yongin, Korea
bDepartment of Special Education, Dankook University, Yongin, Korea
cDepartment of Speech-Language Pathology, Graduate School, Dankook University, Yongin, Korea
Corresponding Author: Sunhee Ko ,Tel: +1-224-723-4528, Fax: +1-847-941-8830, Email: sun7610@hanmail.net
Received October 4, 2017  Revised: November 2, 2017   Accepted November 8, 2017
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ABSTRACT
Objectives
Elaborative inference is the integration of a text and the reader’s knowledge; it facilitates comprehension and allows readers to more easily learn the information contained within the text. The purpose of this study was to investigate characteristics of instrument inference (a type of elaborative inference) in poor comprehenders.
Methods
The participants were 15 poor comprehenders and 15 normally developing children in 3rd to 6th grade. The children were asked to decide if target words (instrument words) were words or nonwords after reading sentences including the cue to infer instrument while measuring their reaction time. In this lexical decision task, the target words were divided into two conditions: the related condition between sentences and instruments words (related condition) and the unrelated condition between sentences and instrument words (unrelated condition).
Results
Normally developing children reacted faster in the related condition than the unrelated condition; on the other hand, poor comprehenders showed no significant difference between the two conditions.
Conclusion
Unlike normally developing children, poor comprehenders failed to infer instruments in real time while reading. From this result, it can be explained that poor comprehenders have difficulty in processing implicit information while reading texts because they assign most of their comprehension resources to processing the literal information in the text.
Keywords: Poor comprehenders | Instrument inference | Lexical decision task
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