When explicitly required by direct questions, less skilled comprehenders' inference performance improves greatly while skilled comprehenders perform at ceiling¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? With prompts and direct questions added, skilled comprehenders reached ceiling and less skilled comprehenders' inference scores improved substantially, though these descriptive data were not statistically analyzed. → Kate Cain 2001

Evidence¶

Kate Cain 2001¶

Kate Cain, Jane V. Oakhill, Marcia A. Barnes, and Peter E. Bryant. (2001). Comprehension skill, inference-making ability, and their relation to knowledge. Memory & Cognition, 29(6), 850-859. https://doi.org/10.3758/bf03196414

q2 · i? · associational · r2

Descriptive analysis of total inferences made across initial questions, prompts, and direct questions (e.g., "Why did Dack wish he was a turtle?"), adjusted for knowledge-base recall. The article states these data are not independent of earlier scores and were not subjected to statistical analysis; means are reported in Table 7.

"Nevertheless, the mean scores are reveal- ing: The skilled comprehenders were now performing at ceiling, and, more interestingly,the less skilled compre- henders’ performance improved greatly."

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

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