Highlighting Key Vocabulary: A Generative Reciprocal Inference Procedure for Teaching Selected Inference Types
Reading Research Quarterly
Investigated the effectiveness of highlighting key vocabulary and of a generative-reciprocal inference procedure for teaching readers to make inferences. 71 3rd-graders were assigned to 3 blocks according to reading ability. Ss from each block were then assigned to 1 of 3 groups. In the generative-reciprocal inference procedure (GRIP) group, Ss received 19 lessons on highlighting key vocabulary terms in text as clues to making inferences in passages and practiced using the terms to generate their own inferential passages. In the basal inference instruction group, Ss received 19 inference lessons taken from 5 3rd-grade basal reader series. In the control group, Ss continued in the prescribed scope and sequence of the adopted basal series. Results indicate a strong treatment effect for the GRIP over the basal and control groups. Findings support strategies that help students attend to text clues as an aid to making inferences.
Reutzel, D. R., & Hollingsworth, P. M. (1988). Highlighting Key Vocabulary: A Generative Reciprocal Inference Procedure for Teaching Selected Inference Types. Reading Research Quarterly, 23 (summer), pp. 358-378. Partially reprinted in The Leadership Newsletters: Issues and Trends in Reading and Language Arts - Making Inferences. Silver Burdett & Ginn, 1988.