| dc.contributor.author | Stadwick, Rachel | |
| dc.date.accessioned | 2023-01-04T19:55:17Z | |
| dc.date.available | 2023-01-04T19:55:17Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://hdl.handle.net/1803/17844 | |
| dc.description.abstract | This study evaluated how well different types of inferences predict reading comprehension achievement in 155 struggling middle school readers. Text-based inferences, particularly the ability to link pronouns to their referents, and knowledge-based inferences strongly predicted reading comprehension achievement above word reading fluency. Implications for reading intervention with adolescents are discussed. | en_US |
| dc.subject | Reading comprehension, inference-making, middle school | en_US |
| dc.title | Relationship of Inference-Making to Reading Comprehension in Struggling Middle Schoolers | en_US |
