Direct inference instruction: The effects on fourth grade students' reading comprehension and motivation

Abstract

This research investigated student motivation and comprehension when an
inference strategy was explicitly taught to fourth-grade students. Students in the
experimental group (n=18) received instruction in an inference strategy developed for the
purpose of this study that was based upon the five-step inference strategy created by
Fritschmann, Deshler, and Schumaker (2007). Scaffolding instruction, the teacher
modeled questioning the text and answering questions using a graphic organizer. After
the teacher modeled the process, students worked in groups to read the text, question the
text, make inferences, and answer questions at the end of the text. Finally, students
completed the process independently when they had gained an understanding of the
process and had acquired the necessary skills. Students in the control group (n=15)
received standard comprehension instruction using the same texts as those in the
experimental group. Student comprehension gains were assessed using the Measure of
Academic Progress (MAP) as well as listening comprehension passages from an Informal
Reading Inventory. Motivation was assessed using the Elementary Reading Attitude
Survey before and after implementation of the strategy. Anecdotal notes were used to
assess comprehension as well as student motivation.
Students in the experimental group showed an increase in overall comprehension
as well as in multiple categories of comprehension. Although there was an increase in
comprehension, it cannot be stated with certainty that the results were significant. In
addition, students showed a slight increase in motivation; however, the results were not
found to be significant.
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Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Daniel Carter (Supervisor)