TRAINING GENERATES COHERENCE INFERENCES IN STUDENTS WITH LESS-SKILLED READING ABILITY
TRAINING GENERATES COHERENCE INFERENCES IN STUDENTS WITH LESS-SKILLED READING ABILITY

Summary/Abstract: In this research we examined the role of feedback strategies induced by explicit instructions in producing text-based inferences. We analysed two theoretical positions regarding the process of generating inferences based on the experiment outcomes. The first position argues that a simple update of selective information in the text can guarantee that the inference was effectively elaborated with the view of generate an inference. In contrast, the second position states that, although the less skilled readers recalling the inputs in order to start an inferential process, they encounter resistance when they combine those inputs to generate an inference. The results sustain the second position regarding the subject’s ability to transfer the procedure (generated some inferences) to new situations during the experiment had improved when the instructions given to the less skilled readers were clear.

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