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The role of knowledge availability in forming inferences with rural middle grade English learners

Barth, Amy E.; Daniel, Johny; Roberts, Gregory; Vaughn, Sharon; Barnes, Marcia A.; Ankrum, Ethan; Kincaid, Heather

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Authors

Amy E. Barth

Gregory Roberts

Sharon Vaughn

Marcia A. Barnes

Ethan Ankrum

Heather Kincaid



Abstract

We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode story about Gan. Participants were tested on the accuracy of fact recall and inferences using this knowledge at three time points (i.e., immediate, one-week, and one-month follow-up). Results show that monolingual English-speaking students significantly outperformed English learners on the inference task. Both subgroups made elaborative inferences more accurately than coherence. Students' ability to recall knowledge base facts was the strongest predictor of their ability to accurately make inferences using this knowledge at each time point.

Citation

Barth, A. E., Daniel, J., Roberts, G., Vaughn, S., Barnes, M. A., Ankrum, E., & Kincaid, H. (2021). The role of knowledge availability in forming inferences with rural middle grade English learners. Learning and Individual Differences, 88, Article 102006. https://doi.org/10.1016/j.lindif.2021.102006

Journal Article Type Article
Acceptance Date Apr 7, 2021
Online Publication Date May 12, 2021
Publication Date 2021-05
Deposit Date Sep 2, 2021
Publicly Available Date May 12, 2022
Journal Learning and Individual Differences
Print ISSN 1041-6080
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 88
Article Number 102006
DOI https://doi.org/10.1016/j.lindif.2021.102006

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