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Related Experiment Videos

Facilitating Knowledge-Based Inferences in Less-Skilled Readers

Hannon1, Daneman

  • 1University of Toronto, Mississauga, Ontario, Canada

Contemporary Educational Psychology
|May 13, 1998
PubMed
Summary
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Skilled readers naturally make knowledge-based inferences, while less-skilled readers require textual support. This study demonstrates that specific prompts and slower reading speeds enable less-skilled readers to infer knowledge effectively.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Skilled readers spontaneously generate knowledge-based inferences during reading.
  • Less-skilled readers typically do not make these inferences automatically.
  • Previous research highlights differences in inferential processing between reading skill levels.

Purpose of the Study:

  • To replicate findings on spontaneous knowledge-based inferences in skilled versus less-skilled readers.
  • To investigate whether less-skilled readers can be prompted to make knowledge-based inferences.
  • To examine the impact of textual support and reading speed on inference generation.

Main Methods:

  • Replication of Long, Oppy, and Seely's (1994) methodology.
  • Lexical decision tasks measuring response times to theme-appropriate vs. inappropriate targets.

Related Experiment Videos

  • Manipulation of textual conditions, including the presence of inferential questions and text presentation speed.

    • Main Results:

    • Skilled readers consistently made knowledge-based inferences across all text conditions.
    • Less-skilled readers demonstrated knowledge-based inferences only when text included an explicit question and was presented more slowly.
    • Reading speed and explicit questioning significantly influenced inference generation in less-skilled readers.

    Conclusions:

    • Confirms that spontaneous knowledge-based inference is a characteristic of skilled reading.
    • Suggests that less-skilled readers can be scaffolded to make these inferences through targeted textual cues and adjusted processing time.
    • Highlights the importance of reader skill and text design in facilitating deep reading comprehension.