Understanding Individual and Media Differences in Kindergarteners' Video-Based Inference-Making
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| Title: | Understanding Individual and Media Differences in Kindergarteners' Video-Based Inference-Making |
|---|---|
| Language: | English |
| Authors: | Seohyeon Choi (ORCID |
| Source: | Grantee Submission. 2026 128. |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A220107 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Preschool Children, Inferences, Oral Language, Language Skills, Knowledge Level, Video Technology, Student Characteristics, Multisensory Learning, Television, Predictor Variables, Fiction, Nonfiction, Difficulty Level, Accuracy |
| DOI: | 10.1016/j.lindif.2026.102906 |
| ISSN: | 1041-6080 |
| Abstract: | We investigated individual and media differences in U.S. kindergarten students' accuracy in generating inferences while watching videos that do not require decoding. We focused on students' oral language skills and content knowledge, as well as video genre (narrative vs. expository), spoken text complexity, modality (verbal vs. non-verbal), and audiovisual cohesion, examining their relation to inference-making accuracy and their interactions. Using explanatory item response modeling with data from 283 U.S. kindergarten students, results showed that oral language skills and content knowledge were significant predictors of inference accuracy, as were narrative video modality and audiovisual cohesion. A significant interaction emerged between syntactic simplicity of spoken text and students' oral language skills. These findings illuminate multiple sources of influence on young children's video-based inference-making, offer implications for the selection and design of instructional materials, and help extend discourse comprehension theories to non-reading contexts. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679420 |
| Database: | ERIC |
| Abstract: | We investigated individual and media differences in U.S. kindergarten students' accuracy in generating inferences while watching videos that do not require decoding. We focused on students' oral language skills and content knowledge, as well as video genre (narrative vs. expository), spoken text complexity, modality (verbal vs. non-verbal), and audiovisual cohesion, examining their relation to inference-making accuracy and their interactions. Using explanatory item response modeling with data from 283 U.S. kindergarten students, results showed that oral language skills and content knowledge were significant predictors of inference accuracy, as were narrative video modality and audiovisual cohesion. A significant interaction emerged between syntactic simplicity of spoken text and students' oral language skills. These findings illuminate multiple sources of influence on young children's video-based inference-making, offer implications for the selection and design of instructional materials, and help extend discourse comprehension theories to non-reading contexts. |
|---|---|
| ISSN: | 1041-6080 |
| DOI: | 10.1016/j.lindif.2026.102906 |
