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The Role of Knowledge Retrieval in Inference-making
The Role of Knowledge Retrieval in Inference-making Among Struggling Readers
Who can join
Ages 8 to 14 · All sexes
Full eligibility criteria
Inclusion Criteria: * performance below a a standard score of 93 on the Test of Silent Reading Efficiency Exclusion Criteria: * clinical diagnosis of a significant cognitive impairment * clinical diagnosis of a significant behavioral disability
About the study
This project will (a) examine the relationship between knowledge retrieval and inferencing; (b) determine the effectiveness of an intervention that improves knowledge retrieval and inferencing among struggling readers; and (c) expand research opportunities for undergraduates. The research design uses 316 struggling readers in grades 4-6 of diverse backgrounds. The effects of knowledge retrieval (accuracy and speed) on inferencing will be modeled without dichotomizing the distribution. Linear mixed effect models will be fit to determine whether reader characteristics make unique contributions to inferencing across the posttest and follow-up data collection time points. First, several structural models will be considered as students may be nested in teachers, schools, and tutors. Unconditional models will estimate the intraclass correlation for each level of the study design. If significant interclass correlations emerge, multilevel models will be fit to evaluate the effectiveness of the intervention while controlling for covariates such as pre-test performance on inference-related measures and child-attributes such as English learner status. The primary analysis plan assumes an intent-to-treat model in which the efficacy of two intact conditions will be tested. Effect sizes will be estimated to report the magnitude of difference between the two conditions. Expected outcomes include (a) the identification of a method that effectively facilitates knowledge retrieval and the application of relevant knowledge to form inferences among elementary struggling readers from diverse backgrounds; (b) the validation of an intervention that teaches struggling readers how to activate, retrieve, and interweave relevant knowledge with information in the text and accurately form inferences while reading that can be broadly implemented in general education classrooms; and (c) expansion of undergraduate research opportunities, particularly among students from diverse backgrounds who have been historically underserved.
What is being tested
- Role of Knowledge Retrieval (behavioral)
- Inference Intervention (behavioral)
Sponsor: William Jewell College · Participants: 316 · Started: May 31, 2023
Contact the study team
- Andrea Meloan, BS · Phone: 816-415-7831
- Michael Stoll, Ph.D. · Phone: 816-415-7624
Official record on ClinicalTrials.gov — NCT05692973
Locations in the U.S.
| Missouri | Excelsior Springs School District, Excelsior Springs |
Conditions
From ClinicalTrials.gov, data retrieved Sep 30, 2026. Each study sets its own eligibility; the study team decides who can join.