About this paper

Appears in:
Pages: 4484-4486
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

THE RELATIONSHIP BETWEEN INFERENCE STRATEGY AND INFERENTIAL UNDERSTANDING IN CHINESE WITH MULTIPLE TEXTS READING

P.Y. Liu

National Dong Hwa University (TAIWAN)
Facing the knowledge economy and a multiple perspective society, junior high students need to be able to process information gathered from multiple texts and think independently and read to learn. Multiple texts reading is a process of comparing and contrasting intra-texts and inter-texts to connecting, integrating, and understanding information (Bråten & Strømsø, 2011 ). Where inference is the core competency (van den Broek & Lorch, 1993) of reading comprehension. The purpose of this research is to understand the existing reading strategy of junior high school students used on multiple texts reading. In order to collect data of Multiple texts reading strategy from the on-line think-aloud instruction in three classes of 7th grade students. The rater consistency reliability is 0.87. The results showed that there are 8 classifications of inference strategy:Non inference, Facts-gathering, Elaboration, Referential inference, Causal inference, Comparing and contrasting, Coherence and integration, Meta-comments. There are significant differences between the eight strategies F(7,476)=72.47*** , p <.001 , eta=.516 . Junior high students utilize “facts-gathering” most frequently(23.54%), ”coherence and integration” secondly (21.39%), and “causal inference” thirdly (20.14%). The least utilized strategy is “meta-comment” (1.71%) , particularly the inter-textual comment strategy (0.09%). There are signification correlation about inference strategy and inferential understanding. The more the use of causal inference, the better intra-textual, inter- textual, and overall inferential comprehension performance(rs= .38, .26, .41, p <.05). The more the use of comparing and contrasting, the better the intra-textual inferential understanding performance(r= .26 , p <.05 ). The more the use of coherence and integration, the better overall inferential understanding performance(r= .24 , p <.05 ).The less the use of non-inference, the better the intra-textual and overall inferential understanding performance(rs= -.38, -.35 , p <.01). The multiple texts inference verification test designed according to textbooks provides a formative and summative assessment tool. In addition to assessing students’ inference thinking, it can be used by the classroom teacher as a tool for evaluation, diagnosis and feedback on instruction.
@InProceedings{LIU2013REL,
author = {Liu, P.Y.},
title = {THE RELATIONSHIP BETWEEN INFERENCE STRATEGY AND INFERENTIAL UNDERSTANDING IN CHINESE WITH MULTIPLE TEXTS READING},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {4484-4486}}
TY - CONF
AU - P.Y. Liu
TI - THE RELATIONSHIP BETWEEN INFERENCE STRATEGY AND INFERENTIAL UNDERSTANDING IN CHINESE WITH MULTIPLE TEXTS READING
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 4484
EP - 4486
ER -
P.Y. Liu (2013) THE RELATIONSHIP BETWEEN INFERENCE STRATEGY AND INFERENTIAL UNDERSTANDING IN CHINESE WITH MULTIPLE TEXTS READING, EDULEARN13 Proceedings, pp. 4484-4486.
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