Evidence map›Paper›PMID 41394219›Full record

ArticleJournal of research in reading2025

The influence of reader and text characteristics on sixth graders' inference making.

Kate Cain, Nicola K Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S Bridges, M Adelaida Restrepo, Marilyn S Thompson, Margeaux F Ciraolo

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of research in reading, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Kate CainLancaster University, Lancaster, UK.ORCID 0000-0003-2780-188X
Nicola K CurrieEdge Hill University, Ormskirk, UK.
Gillian FranceyLancaster University, Lancaster, UK.
Robert DaviesLancaster University, Lancaster, UK.
Shelley GrayArizona State University, Tempe, Arizona, USA.
Mindy S BridgesUniversity of Kansas Medical Center, Kansas City, Kansas, USA.
M Adelaida RestrepoUniversity of South Florida, Tampa, Florida, USA.
Marilyn S ThompsonOregon State University, Corvallis, Oregon, USA.
Margeaux F CiraoloArizona State University, Tempe, Arizona, USA.

Funding

Reading Comprehension in Monolingual and Bilingual ChildrenR01HD093003 · NICHD · ARIZONA STATE UNIVERSITY-TEMPE CAMPUS · PI GRAY, SHELLEY I, PHD, CCC-SLP · 2017 to 2021
$2.8M
NICHD NIH HHS R01 HD093003
6 · The paper itself

Abstract

Background: We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods: Eleven- to 12-year-old US monolingual English speakers ( Results: Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge. Conclusions: Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.

Indexed as

adolescent studentsexpository textinferenceknowledgenarrative textreading comprehension

Identifiers

PMID41394219
PMCPMC12700628

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.