Abstract
Research suggests younger readers may not always draw necessary inference conclusions when reading (Casteel & Simpson, 1991). The current study was designed using strategies related to Questioning the Author (McKeown, Beck & Worthy, 1993), Inference Training (McGee & Johnson, 2003), and Reading Trees (Action Learning Systems Inc., 2003). For four weeks, students in one second grade class were taught to discuss and generate inference questions with partners to determine if direct instruction, discussion and question generation leads to increased comprehension especially as it relates to inference questions. Pre and post-tests taken from the QRI-4 (Leslie & Caldwell, 2006) were administered. In addition to the tests, students completed pre and post intervention strategy use questionnaires. A high achieving and a low achieving focus group was interviewed prior to treatment commencement and again at the conclusion of the treatment. Student generated questions were collected and analyzed and on-task behavior was observed and recorded throughout the treatment. Inferential processing ability growth was analyzed using results of student responses to the post-test to determine a change in correct answers. Responses to reading strategy use questionnaires were analyzed by looking for patterns and themes within the treatment group. Student generated questions and focus group responses were evaluated to determine any themes that may have developed. Lastly, the on-task behavior was evaluated to establish on-task class percentages. Results of the analyzed data suggest that strategy instruction worked with the second grade class involved in the current study. Outcomes from the current study indicate that students may benefit from comprehension strategy instruction, partner discussions, and opportunities to develop inference questions related to texts they read.