Emerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention study

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dc.contributor.authorKambach, Anna Elizabethen
dc.contributor.committeechairDoolittle, Peter E.en
dc.contributor.committeememberBradley, Nancy Annen
dc.contributor.committeememberFortune, Donna J.en
dc.contributor.committeememberMesmer, Heidi Anne Edelbluteen
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2023-05-27T08:01:03Zen
dc.date.available2023-05-27T08:01:03Zen
dc.date.issued2023-05-26en
dc.description.abstractInference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers' inferential narrative comprehension. One group's intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p<.001) and that the intervention as a whole positively impacts members of both groups.en
dc.description.abstractgeneralAs teachers, we want the children in our care to become strong readers. A part of this challenging task involves helping our students understand what they read. Wordless picturebooks, in combination with prompts for reading them, may be just the tool to help build comprehension through building inference making skills. This study looked at the impact of a wordless picturebook intervention on the inference generation abilities of young readers and found that wordless picturebooks, along with intentionally planned prompts to support readers, positively impacts a child's ability to make inferences.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:37650en
dc.identifier.urihttp://hdl.handle.net/10919/115231en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectinferenceen
dc.subjectcomprehensionen
dc.subjectemergent literacyen
dc.subjectemergent readeren
dc.subjectwordless booksen
dc.titleEmerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention studyen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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