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Can inferencing be trained in preschoolers using shared book reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability

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Davies, C., McGillion, Michelle L., Rowland, C. and Matthew, D. (2020) Can inferencing be trained in preschoolers using shared book reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability. Journal of Child Language, 47 (3). pp. 655-679. doi:10.1017/S0305000919000801 ISSN 0305-0009.

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Official URL: https://doi.org/10.1017/S0305000919000801

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Abstract

The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-olds’ oral inferencing skills during shared book-reading. One hundred children from socioeconomically diverse backgrounds were randomly assigned to inferencing training or an active control condition of daily maths activities. The training was found to have no effect on inferencing. However, inferencing measures were highly correlated with children's baseline language ability. This suggests that a more effective approach to scaffolding inferencing in the preschool years might be to focus on promoting vocabulary to develop richer and stronger semantic networks.

Item Type: Journal Article
Subjects: B Philosophy. Psychology. Religion > BC Logic
L Education > LB Theory and practice of education > LB1501 Primary Education
P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Science, Engineering and Medicine > Science > Psychology
Library of Congress Subject Headings (LCSH): Reading comprehension, Language acquisition, Inference, Children -- Language -- Testing, Language arts (Preschool), Reading (Preschool), Children -- Books and reading
Journal or Publication Title: Journal of Child Language
Publisher: Cambridge University Press
ISSN: 0305-0009
Official Date: May 2020
Dates:
DateEvent
May 2020Published
20 December 2019Available
2 October 2019Accepted
Volume: 47
Number: 3
Page Range: pp. 655-679
DOI: 10.1017/S0305000919000801
Status: Peer Reviewed
Publication Status: Published
Reuse Statement (publisher, data, author rights): This article has been accepted for publication in a revised form for publication in Journal of Child Language https://www.cambridge.org/core/journals/journal-of-child-language#
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 2 October 2019
Date of first compliant Open Access: 4 October 2019
RIOXX Funder/Project Grant:
Project/Grant IDRIOXX Funder NameFunder ID
ES/M003752/1[ESRC] Economic and Social Research Councilhttp://dx.doi.org/10.13039/501100000269
LuCiD; ES/L008955/1[ESRC] Economic and Social Research Councilhttp://dx.doi.org/10.13039/501100000269
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