Research & Current Findings

The College of Education and Human Development (CEHD) at the University of Minnesota is collectively dedicated to cultivating an inclusive and equitable environment. We are a distinctly urban campus and are deeply engaged with our surrounding communities. Diversity and equity are at the core of our mission. We are all responsible for recognizing, confronting and addressing bias and discrimination, and diligently working for positive change in support of equity and diversity.

MIA

Research thus far indicates that MIA produces reliable data that correlates reasonably well with student performance on standardized language comprehension assessments, and is sensitive to growth over short time periods. Data produced in MIA research has been used to create and calibrate parallel forms that can be used to monitor student response to instruction and intervention.


ELCII

Preliminary findings indicate that students who receive ELCII modules and whole-class read-alouds make significant progress in inference-making across a 10-week instructional period. Scaffolding and feedback are key instructional components, in that they support higher accuracy in responding to inferential questioning. Evidence also indicates a slight advantage to asking questions during video watching compared to asking questions after video watching, suggesting that embedded questioning supports comprehension as the process unfolds.


TeLCI

Findings from a small randomized control trial indicate that TELCI shows promise to improve inference making as a Tier-2 supplemental instruction. Both low and average comprehenders improved in their comprehension skills across an 8-week intervention period, suggesting that TELCI is appropriate for comprehenders of different skill levels. Evidence also indicates that scaffolding and feedback are key intervention components: students’ responses to questions were significantly more accurate after they received scaffolding and feedback.


Primary Investigators


Panayiota (Pani) Kendeou, PhD
Guy Bond Chair in Reading and Professor
Department of Educational Psychology
University of Minnesota
kend0040@umn.edu

Kristen McMaster, PhD
Stern Family Professor of Reading Success
Department of Educational Psychology
University of Minnesota
mcmas004@umn.edu

References List

Inference Galaxy Logo
Development and Validation of the Minnesota Inference Assessment.

Kendeou, P., McMaster, K. L., Butterfuss, R., Kim, J., Slater, S., & Bulut, O. (2020). Assessment for Effective Intervention.

View Article »
Inference Galaxy Logo
Question Timing, Language Comprehension, and Executive Function in Inferencing

Butterfuss, R., Kendeou, P., McMaster, K. L., Orcutt, E., & Bulut, O. (2021). Scientific Studies of Reading.

View Article »
Inference Galaxy Logo
The Inferential Language Comprehension (iLC) Framework

Kendeou, P., McMaster, K. L., Butterfuss, R., Kim, J., Bresina, B., & Wagner, K. (2020). Topics in Cognitive Science, 12(1), 256-273.

View Article »
Inference Galaxy Logo
Interactive Web-based Inference Instruction for Children in the Primary Grades

McMaster, K. L., Kendeou, P., Bresina, B., Slater, S., Wagner, K., White, M.J., Butterfuss, R., Kim, J., & Umana, C. (2019). L1-Educational Studies in Languages and Literature, 19, 1-30.

View Article »
Inference Galaxy Logo
Reading Comprehension: Core Components and Processes

Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Policy Insights from the Behavioral and Brain Sciences, 3, 62-69.

View Article »