Modeling Question-Answer Relations: The Development of the Integrative Inferential Reasoning Comic Assessment

Autor/inn/en	Blum, Alexander Mario; Mason, James M.; Kim, Jinho; Pearson, P. David
Titel	Modeling Question-Answer Relations: The Development of the Integrative Inferential Reasoning Comic Assessment
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 8, S.1971-2000 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blum, Alexander Mario) ORCID (Mason, James M.) ORCID (Kim, Jinho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10026-4
Schlagwörter	Taxonomy; Inferences; Thinking Skills; Guidelines; Cognitive Processes; Elementary School Students; Validity; Cartoons; Classification; Predictor Variables; Responses; Reliability; Correlation; Teaching Methods; Measures (Individuals); Literacy; Visual Literacy + Suchen Sie Ihr Suchwort? Taxonomie; Inference; Inferenz; Denkfähigkeit; Richtlinien; Cognitive process; Kognitiver Prozess; Gültigkeit; Zeichentrickfilm; Classification system; Klassifikation; Klassifikationssystem; Prädiktor; Reliabilität; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Alphabetisierung; Schreib- und Lesefähigkeit; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung
Abstract	We constructed a new taxonomy for inferential thinking, a construct called Integrative Inferential Reasoning (IIR). IIR extends Pearson and Johnson's (1978) framework of "text-implicit" and "script-implicit" question-answer relations, and integrates several other prominent literacy theories to form a unified inferential reasoning construct, that is positioned as a type of cognitive processing disposition. We validated our construct using a researcher-made IIR instrument which was administered to 72 primary-grade students. Participants answered open-ended inference questions about various aspects of visual narratives presented in comic-strip format. We categorized participants' responses as exemplifying one of the levels of IIR: text-implicit, script-implicit, or a combination of both. We used item response models to validate the ordinal nature of IIR, and its structure. Specifically, we fit Masters' (1982) partial credit model and obtained a Wright map, mean location data, and reliability estimates. Results confirmed that the IIR construct behaves ordinally. Additionally, age was found to be a reliable predictor of IIR, and item types (each modeled as a separate dimension) were found to have reasonable latent correlations between the dimensions. This research provides theoretical and practical insights for the pedagogy and assessment of narrative comprehension. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01