Understanding How Language- and Domain-Specific Skills Support Mental Model Construction and Comprehension

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-7 - Understanding Instruction, Learning, and Motivation in Literacy

Abstract

Reading comprehension is supported by skills specific to language and those that are domain general. However, comprehension arises, in part, from inference processes that help construct a coherent mental model. Individual differences in language specific and domain general skills account for variability in both the effectiveness of inference and comprehension. However, little is known regarding the relationship between aspects of the reader, inference processes, and comprehension. The goal of this study was to assess the nature of the relationships (e.g. moderation, mediation) between language specific skills and domain general resources and inference generation on comprehension outcomes. The results suggest that the impact of language specific skills and domain general resources on comprehension is partially mediated by effective inference processes.

Authors

• Ryan Kopatich, Northern Illinois University

• Joe Magliano, Northern Illinois University

• Keith Millis, Northern Illinois University

• Christopehr P Parker, Northern Illinois University

• Melissa N. Ray, Northern Illinois University