Examining Skilled and Less Skilled Readers’ Inference Generation During an Online and Offline Reading Activity

• In Event: Roundtable Session 34
  In Roundtable Session: Comprehension During and After Reading

Abstract

The purpose of this study is to explore relations between inference generation, reading comprehension, and working memory of upper-elementary skilled and less-skilled readers; and to compare the inferences these readers generate during versus after reading. Differences in comprehension skill, inference generation, and working memory of skilled versus less-skilled comprehenders are assessed. The inferential skills identified are relevant for understanding how best to assess reading comprehension and design instruction for less-skilled readers.

Authors

• Sarah Elizabeth Carlson, University of Oregon

• Paul van den Broek, Leiden University