Moving From Explicit to Implicit: A Case Study of Improving Inferential Comprehension Academic Article

abstract

• The article describes a successful intervention program in developing inferential comprehension in a sixth grader. Steve (pseudonym) was proficient in word reading, was able to detect explicit information while reading, but struggled with linking textual information to yield integral ideas. After 10 weeks of working with Steve on word analogies, reading/composing riddles, "solving" short mystery stories, and modeling think-alouds, there was a substantial progress of Steve's logical reasoning, meta-cognitive thinking, and inferential reading skills. Practical information for teachers regarding selection of assessment instruments, assessment interpretation, as well as instructional recommendations for students demonstrating difficulty with inferential comprehension is also provided. 2012 Copyright Association of Literacy Educators and Researchers.

authors

• Joshi, R. Malatesha

published proceedings

• LITERACY RESEARCH AND INSTRUCTION

author list (cited authors)

• Yeh, Y., Mctigue, E. M., & Joshi, R. M.

citation count

• 6

complete list of authors

• Yeh, Yi-Fen||Mctigue, Erin M||Joshi, R Malatesha

publication date

• April 2012

publisher

• Taylor & Francis  Publisher

published in

• Literacy Research and Instruction  Journal

keywords

• Adolescent Literacy
• Assessment
• Comprehension
• Struggling Readers

Digital Object Identifier (DOI)

• 10.1080/19388071.2010.546492

start page

• 125

end page

• 142

volume

• 51

issue

• 2

URL

• http://dx.doi.org/10.1080/19388071.2010.546492