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Inference generation, story comprehension, and language skills in the preschool years |
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| Authors: | Virginia Tompkins Ying Guo Laura M Justice |
| Institution: | 1. Department of Psychology, The Ohio State University at Lima, 4240 Campus Drive, Lima, OH, 45804, USA 2. School of Education, University of Cincinnati, 2600 Clifton Avenue, Cincinnati, OH, 45221, USA 3. School of Teaching and Learning, The Ohio State University, 1945 North High Street, Columbus, OH, 43210, USA |
| Abstract: | Several researchers have shown that children’s ability to make inferences is related to their reading comprehension. The majority of research on this topic has been conducted on older children. However, given the recent focus on the importance of narrative comprehension in prereaders, the current study examined the relationship between inference making and story comprehension in 4- to 5-year-olds. We examined children’s online inferences while narrating a wordless book as well as children’s story comprehension of a different storybook. We found that children’s total number of inferences was significantly related to their story comprehension. Three types of inferences were significantly related to story comprehension—characters goals, actions that achieved those goals, and character states. In a hierarchical regression controlling for children’s age and expressive vocabulary, a composite of these three inference types significantly predicted children’s story comprehension. |
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