The role of vocabulary knowledge on inference generation: A meta-analysis

Abstract Successful text comprehension results in a coherent mental model of the situation being described. To achieve this, reader has to infer certain information by connecting parts their prior knowledge. An important construct involved this process is vocabulary knowledge, usually divided into breadth and depth. We conducted meta-analysis on 23 studies, explored fit five different models establish an effect size both dimensions inference making, as well its developmental trajectory children aged 3-12. found significant moderate knowledge modalities. Vocabulary type was not moderator, but age was, meaning that there similar for depth strength correlations decreased with age. Heterogeneity high overall, more moderators should be assessed future studies.