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This study examined explicit instruction of aspect and inference to determine whether or not students' abilities to make correct reading inferences improved. This study involved two 5th grade boys using specially designed narratives containing an antecedent either using the perfective or imperfective aspect. A question at the end of the narrative prompted the subjects to make an inference. After the pretest, the subjects participated in several lessons on the meaning of a verb's aspect and making inferences, using an explicit comprehension model of instruction. The posttest, delayed posttest, and interviews were conducted after instruction. The results showed that the number of inferences made improved, but neither student was likely to draw more than one inference from narratives containing the imperfective aspect. This showed that despite instruction, the students most likely did not fully understand the meaning of the aspects taught and how aspect can affect the inference they make.