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  Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability

Davies, C., McGillion, M., Rowland, C. F., & Matthews, D. (2020). Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability. Journal of Child Language, 47(3), 655-679. doi:10.1017/S0305000919000801.

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Davies, Catherine1, Author
McGillion, Michelle2, 3, Author
Rowland, Caroline F.4, 5, Author           
Matthews, Danielle2, Author
Affiliations:
1University of Leeds, Leeds, UK, ou_persistent22              
2University of Sheffield, Sheffield, UK, ou_persistent22              
3Universityof Warwick, Warwick, UK, ou_persistent22              
4Language Development Department, MPI for Psycholinguistics, Max Planck Society, ou_2340691              
5University of Liverpool, Liverpool, UK, ou_persistent22              

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 Abstract: The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-olds’ oral inferencing skills during shared book-reading. One hundred children from socioeconomically diverse backgrounds were randomly assigned to inferencing training or an active control condition of daily maths activities. The training was found to have no effect on inferencing. However, inferencing measures were highly correlated with children's baseline language ability. This suggests that a more effective approach to scaffolding inferencing in the preschool years might be to focus on promoting vocabulary to develop richer and stronger semantic networks.

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Language(s): eng - English
 Dates: 2020-04
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: DOI: 10.1017/S0305000919000801
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Title: Journal of Child Language
  Other : J. Child Lang.
Source Genre: Journal
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Publ. Info: London : Cambridge University Press.
Pages: - Volume / Issue: 47 (3) Sequence Number: - Start / End Page: 655 - 679 Identifier: ISSN: 0305-0009
CoNE: https://pure.mpg.de/cone/journals/resource/954925341743