1 / 5

Reading Comprehension Strategy: Making Inferences

Reading Comprehension Strategy: Making Inferences. Helen Chaney Hannah Mayer Jarelie Mcafee Shannon Reaves LITR 3130 C. Purpose of Making Inferences. Making inferences helps us read between the lines to fill in details the author has not directly stated.

shaun
Download Presentation

Reading Comprehension Strategy: Making Inferences

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reading Comprehension Strategy: Making Inferences Helen Chaney Hannah Mayer Jarelie Mcafee Shannon Reaves LITR 3130 C

  2. Purpose of Making Inferences • Making inferences helps us read between the lines to fill in details the author has not directly stated. • We make inferences when we have to put together 2 or more pieces of information. • Making inferences helps students to interact with the text.

  3. 2 Types of Inferences • Schema-based • Depends on prior knowledge • Allows reader to elaborate by adding implied information “They rode into the sunset.” From this quote, we can infer that it’s late in the day and they are riding west. • Text-based • Requires putting 2 or more pieces of information from the text together By reading, “Peanuts have more food energy than sugar and a pound of peanut butter has more protein than thirty-two eggs, but more fat than ice cream,” the reader can infer peanuts are nutritious, but fattening.

  4. Prior knowledge-prediction strategy • The teacher reads the story and analyzes it for 2 or 3 important ideas. • For each important idea, the teacher creates a previous experience question. eg. Have you ever…? • For each of these questions, a prediction question is created. eg. What do you think will happen? • Students read the story and check their predictions. • Predictions are discussed and inferential questions are discussed.

  5. Sources Making Inferences and Drawing Conclusions. Cuesta College. Retrieved from http://academic.cuesta.edu/acaupp/AS/309.HTM Pearson Custom Education: Developing literacy: LITR 3130. New York: Pearson Learning Solutions, p. 378-380.

More Related