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Modeling Inferencing in the Classroom

Modeling Inferencing in the Classroom. Paige Earley EDU 324 Teaching Reading in Middle School March 16, 2011. Focus Statement. Does modeling inferencing in the classroom benefit the students in a positive way?. Review of Literature.

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Modeling Inferencing in the Classroom

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  1. Modeling Inferencing in the Classroom Paige Earley EDU 324 Teaching Reading in Middle School March 16, 2011

  2. Focus Statement • Does modeling inferencing in the classroom benefit the students in a positive way?

  3. Review of Literature • Inferencing has been expressed to be “the glue that cements the construction of meaning” (Richards & Anderson 2003, p.290). • Richards and Anderson (2003) state that emergent readers “do not generate inferencing naturally and spontaneously” (p. 291).

  4. Reviewing of Literature Cont. • The teacher explained that once they started making inferences, the story would have more pleasure and enjoyment (Norton, 1992). • An easy way to do this as a whole class is “by reading a picture book aloud, stopping, at a place in the story when an inference can and should be made (Richards & Anderson, 2003, p.291).

  5. Research Questions • Are teachers using effective strategies to accomplish inferencing? • How well are the students grasping the concept of inferencing by modeling? • What were effective concepts the teachers using to model inferencing?

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