Graduate Program
Elementary Education
Degree Name
Master of Science (MS)
Semester of Degree Completion
2011
Thesis Director
Daniel Carter
Thesis Committee Member
Linda Reven
Thesis Committee Member
Melissa Jones-Bromenshenkel
Thesis Committee Member
Sham'Ah Md-Yunus
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.
Recommended Citation
Bengtson, Kalee, "Direct inference instruction: The effects on fourth grade students' reading comprehension and motivation" (2011). Masters Theses. 802.
https://thekeep.eiu.edu/theses/802
