ArticleLearning and individual differences2021
The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners.
Article in Learning and individual differences, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05692973 (The Role of Knowledge Retrieval in Inference-making Among Struggling Readers), which is not on this map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Role of Knowledge Retrieval in Inference-making Among Struggling Readers
Who cites it
4 citing papers in PubMed.
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- The influence of reader and text characteristics on sixth graders' inference making.Journal of research in reading · 2025Article
- Inference Instruction for Students with Reading Disabilities.Rural special education quarterly · 2024Article
- Exploring reading profiles of rural school students.Annals of dyslexia · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode story about Gan. Participants were tested on the accuracy of fact recall and inferences using this knowledge at three time points (i.e., immediate, one-week, and one-month follow-up). Results show that monolingual English-speaking students significantly outperformed English learners on the inference task. Both subgroups made elaborative inferences more accurately than coherence. Students' ability to recall knowledge base facts was the strongest predictor of their ability to accurately make inferences using this knowledge at each time point.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.