Improving Children's Reading Comprehension by Teaching Inferences

Autor/inn/en	Maguet, McKenna Louise; Morrison, Timothy G.; Wilcox, Brad; Billen, Monica T.
Titel	Improving Children's Reading Comprehension by Teaching Inferences
Quelle	In: Reading Psychology, 42 (2021) 3, S.264-280 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Timothy G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1888351
Schlagwörter	Children; Reading Comprehension; Reading Instruction; Instructional Effectiveness; Inferences; Intermediate Grades; Teaching Methods; Metacognition; Reader Text Relationship; Prior Learning; Questioning Techniques; Protocol Analysis; Sentences; Prediction; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Leseverstehen; Leseunterricht; Unterrichtserfolg; Inference; Inferenz; Mittelstufe; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Befragungstechnik; Fragetechnik; Sentence analysis; Satzanalyse; Vorhersage
Abstract	Reading comprehension is the goal of reading, and making inferences is vital. Authors usually expect readers to make multiple types of inferences, including anaphoric, background knowledge, predictive, and retrospective. Common core assessments include all of these, yet instructional materials focus mostly on only one type, retrospective. This article describes how teachers in one school district in the Inter-Mountain West used each inference type to enhance instruction. They found that although common core materials provided them with some inferencing questions, they gave minimal support in how to teach inferences. These teachers successfully supplemented with Question-Answer Relationships (QAR), think-alouds, and sentence frames. By explicitly teaching all four inference types, inferencing took its place as the cornerstone of reading comprehension and helped students deepen their knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01