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KMID : 1036820170220020284
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Communication Sciences & Disorders
2017 Volume.22 No. 2 p.284 ~ p.295
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Characteristics of Inference and Error in 4-6 Grade Students with Reading Comprehension Difficulties
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Yu Kyung-Jin
Kim Mi-Bae
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Abstract
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Objectives: The purpose of this study is to evaluate the characteristics of inference in 4-6 grade students with reading comprehension difficulties. In addition, we have identified error patterns of inference skills in reading.
Methods: A total of 38 students (19 children with reading comprehension difficulties and 19 normally developing children) participated in the study. The tasks evaluating the characteristics of inference were composed of 4 texts and 45 questions (literal information, cohesive inference, knowledge based inference, evaluative inference, elaborative inference).
Results: First, the inference ability of children with reading comprehension difficulties was significantly lower than that of the normally developing children. Second, performance in characteristics of inference was significantly different. Third, there was an interaction effect between the reading groups and the characteristics of inference displayed. Fourth, the error patterns in both reading groups appeared similar. In both reading groups the error patterns of ‘wrong inferences’ and ‘immature inferences’ appeared more than 50% of the time. However, children with reading comprehension difficulties showed higher rates of ‘failure of literal comprehension’ than the normally developing children.
Conclusion: The results demonstrated that children with reading comprehension difficulties had difficulties in inference tasks in reading. It seems necessary to examine inference tasks in reading to provide an intervention program for children with reading comprehension difficulties.
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KEYWORD
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Reading difficulties, Reading comprehension, Inference, Type of inference, Error pattern
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