Proceedings of the Annual Meeting of the Cognitive Science Society

Researchers have long been interested in understanding and closing the “reading gap” that exists between White and racially marginalized students. This study explored whether group differences in inference strategies (i.e., bridging and elaboration) and comprehension performance existed among college readers. Three hundred college participants who self-identified as White, Black, or Hispanic completed a think-aloud task along with measures of reading proficiency and comprehension. Results from hierarchical regression models indicated that group differences in elaborative strategies were present, but differences in bridging strategies and comprehension performance disappeared when foundational skills in reading were included in the models. The results are explained in terms of inequities in educational experiences prior to entering college.