Barth Amy E, Daniel Johny, Roberts Gregory, Vaughn Sharon, Barnes Marcia A, Ankrum Ethan, Kincaid Heather
Department of Literacy, Buena Vista University.
Department of Special Education, Boston University.
Learn Individ Differ. 2021 May;88. doi: 10.1016/j.lindif.2021.102006. Epub 2021 May 12.
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.
我们调查了农村中年级只会说英语的单语学生和英语学习者在基于知识的推理方面的差异。向学生介绍了关于虚构星球甘的事实，随后是一个关于甘的多集故事。在三个时间点（即即时、一周和一个月随访）对参与者进行了事实回忆准确性和使用这些知识进行推理的测试。结果表明，只会说英语的单语学生在推理任务上的表现明显优于英语学习者。两个亚组做出详尽推理的准确性都高于连贯推理。学生回忆知识库事实的能力是他们在每个时间点准确使用这些知识进行推理能力的最强预测指标。
