{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T19:37:21Z","timestamp":1790969841309,"version":"4.1.0"},"reference-count":57,"publisher":"American Speech Language Hearing Association","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[2017,1]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>\n              A total of 66 middle-grade struggling readers were randomized to treatment (\n              <jats:italic>n<\/jats:italic>\n              = 33) and comparison (\n              <jats:italic>n<\/jats:italic>\n              = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction.\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>\n              One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (\n              <jats:italic>g<\/jats:italic>\n              = 1.37) and on a standardized measure of reading comprehension\u2014i.e., Wechsler Individual Achievement Test\u2013Third Edition Reading Comprehension (\n              <jats:italic>g<\/jats:italic>\n              = 0.46).\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2016_lshss-16-0041","type":"journal-article","created":{"date-parts":[[2016,10,24]],"date-time":"2016-10-24T19:30:52Z","timestamp":1477337452000},"page":"31-41","source":"Crossref","is-referenced-by-count":28,"title":["Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers"],"prefix":"10.1044","volume":"48","author":[{"given":"Amy E.","family":"Barth","sequence":"first","affiliation":[{"name":"Department of Special Education, University of Missouri\u2013Columbia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amy","family":"Elleman","sequence":"additional","affiliation":[{"name":"Department of Elementary and Special Education, Middle Tennessee State University, Murfreesboro"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","volume-title":"Using explanatory IRT (EIRM) models to better understand reader and text characteristics associated with inference-making","author":"Ahmed Y.","year":"2014"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888438.2014.902461"},{"key":"e_1_3_2_4_1","unstructured":"Aud S. 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