The Importance of Inferring as a Comprehension Strategy

Some Key Ideas Inferring is the process of creating a personal meaning from text. It involves a mental

process of combining what is read with relevant prior knowledge (schema). The reader’s unique interpretation of text is the product of this blending.

When proficient readers infer, they create a meaning that is not necessarily stated explicitly in the text. The process implies that readers actively search for, or are aware of, implicit meaning.

When they infer, proficient readers:o draw conclusions from texto make reasonable predictions as they read, test and reviseo create dynamic interpretations of text that are adapted as they continue to

read and after they reado use the combination of background knowledge and explicitly stated

information from the text to answer questions they have as they reado make connections between conclusions they draw and other beliefs or

knowledgeo make critical or analytical judgments about what they read

When proficient readers infer, they are more able to:o remember and reapply what they have reado create new background knowledge for themselveso discriminate and critically analyze text and authorso engage in conversation and/or other analytical or reflective responses to

what they read.

Inferences are revised based on the inferences and interpretations of other readers.

A wide variety of interpretation is appropriate for fiction text; a narrower range of interpretation is typical for nonfiction text. Teachers should allow great latitude for inferences, provided that the reader can defend his or her inferences with a description of relevant, prior knowledge and specific text.

ConclusionIf you have students who are not yet proficient, the above points can be modeled in a comprehension Strategy Study focused on the ability to infer.

From: Mosiac of Thought. 1997. Ellin Keene and Susan Zimmermann. Heinemann.

Books and Author Sets to Launch InferringStrategy Instruction and Practice

Books that stimulate inferential thinking.Bull run by Paul Fleischman

In this collection of vignettes about different characters connected to the first battle of the Civil War, the reader must infer who they are, where they are, what they are doing, and why.

Dateline: Troy by Paul FleischmanContemporary newspaper articles are linked with ancient historical events, and the reader needs to infer the connection between the two.

Dandelion by Eve BuntingBecause the woman and her daughter in this pioneer family are so stoic, the reader must infer how the characters really feel about their increasing isolation.

Encounter by Jane YolenThe fictionalized account of Columbus’s arrival in the New World, from a Taino boy’s perspective, nudges readers to try to understand his culture’s plight.

Fables by Arnold LobelTwenty original tongue-in-cheek animal fables that poke a little subtle fun at the human condition. Great for inferring the moral.

June 29, 1999 by David WiesnerA wordless picture book that requires the reader to infer the meaning behind the pictures. Free Fall, another wordless book by Wiesner, also requires the reader to use inferential thinking skills.

The Rag Coat by Lauren MillsThis book about a young girl who loses her father at an early age prompts readers to draw inferences about her feelings as well as about the outcome of the story.

Rose Blanche by Roberto InnocentiThis story of a young German girl who passes a concentration camp on the way to school each day leave lots of gaps that the reader must fill in, particularly in regard to the ambiguous ending.

See the Ocean by Estelle CondraClues abound that something is wrong with Nellie, but what could it be?

The Table Where Rich People Sit by Byrd BaylorA young girl asks her parents whey they say they’re rich when they obviously have very little money. Readers have to infer another meaning of the word rich to fully understand this story.

Teammates by Peter GolenbockThis moving story of teammates pee Wee Reese and Jackie Robinson brings up multiple themes, from racism to friendship, that readers must infer.

Tight Times by Barbara shook HazenA boy desperately wants a pet, but times are rough in his house. Even the title requires inferential thinking.

Author Sets

Alexandra Day Frank and Ernest, Frank and Ernest Play Ball, Frank and Ernest on the Road

James Marshal George and Martha, George and Martha Encore, George and Martha Rise and Shine

Chris Van Allsburg The Garden of Abdul Gasazi, Jumanji, The Mysteries of Harris Burdick, The Stranger, The Wreck of the Zephyr

From Strategies That Work: Teaching Comprehension to Enhance Understanding. 2000. Stephanie Harvey and Anne Goudvis. Stenhouse Publishers

Response Options forInferring

Oral Responses1. Discussiono Discussion about themes

2. Verbal Responseso “ I think . . .”o “Maybe it means . . .”o “I’m guessing that . . .”o “I predict . . .”

Written Responses1. Text Codeso I, inference

While reading, highlight or mark a sentence or picture with I when you make an inference. On paper, write down the sentence or describe the picture that surfaces that inference, and then record our inference underneath.

o P, prediction While reading, highlight or make a sentence or picture with P when you

find yourself making a prediction. On paper, write down the sentence or describe the picture that spurs your prediction, and then record your prediction beneath. After finishing reading, note whether your prediction was confirmed or contradicted with a + or a -. Explain what finally happened at the bottom.

o +, inference or prediction is confirmed by texto -, inference or prediction is contradicted by texto TH, theme

While reading, highlight or mark a sentence or picture with TH for theme when you come upon one of the bigger ideas in the story. Themes stir emotions. On paper, write down the sentence or describe the picture that makes you infer a theme, write the theme below it, and explain how it makes you feel and why.

2. Two-Column Note Formso Quote or Picture from Text/Inferenceo Facts/Inferenceso Questions/Inferenceso What I think/Support for That Ideao Words in the Text/Theme(s)o Plot/Theme(s)o Theme(s)/Responseo Words in the text/Prediction of What Will Happen

3. Three-Column Note Formso Picture or quote from the Text/Inference My Personal Responseo Facts/Questions/Inferenceso An Unfamiliar Word/My Inference/Confirmationo Words in the Test/Prediction/confirmed or Contradicted

Other Responseso “Charades” requires a lot of inferential thinking and children enjoy it.o Taking turns reading faces and body language to infer feelings.o Drawing inferences about unusual items (e.g., an unusual kitchen utensil).

From Strategies that Work: Teaching Comprehension to Enhance Understanding. 2000. Stephanie Harvey & Anne Goudvis. Stenhouse Publishers.

Inferencing Technique

What the author means Clues What I Know What the author says

Helping Your At-Risk Students Be More Successful Readers, Mary Howard, bureau of Education and Research

Inferencing Technique

Making inferences about the meaning of words is an effective reading strategy. The author provides much information within the text and beyond the text, which can be used. Readers need to be assisted in searching for actual clues in combination with what is known. Efficient readers form hypotheses about the text, testing their hypotheses out as they read. It can be an efficient strategy if students are taught to use it. Select or create a paragraph, which supports making inferences. this should be a topic with which students have some background knowledge and with sufficient clues in the text to aid them in determining the meaning of the word. Using the form provided, write the paragraph and encourage students to fill in the remainder using the text and their background knowledge. The following questions, along with the form, may be used to guide students in discussion. A sample has been provided at the bottom to illustrate this procedure.

Inferencing TechniqueEmma by Wendy Kesselman

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Wha

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Helping Your At-Risk Students Be More Successful Readers, Mary Howard, Bureau of Education & Research

Drawing Inferences

Sarah put on her bathing suit and went outside and looked up at the hot sun and was glad school was out. Sarah skipped over to the pool. She dipped one toe in the water. She shivered and changed her mind about swimming. Sarah turned around and saw her huge dog, Monstro racing towards her. She yelled “No!” and stretched her arms in front of her.

The next thing she knew, she was in the water. She leaped out and threw her toward around her. She sped up to the house and yelled “Mom!!! . .”

1. What time of year was it?

2. How did the water feel to Sarah?

3. How did Sarah end up in the pool?

4. Who was at home with Sarah?

5. What did Sarah probably say to her mother?

Maya threw the stone and started to hop into each box. She leaned down and picked up the stone.

What is Maya doing?

James and his family looked up at the bright red, blue, and green flashes followed by a loud boom?

What are James and his family doing?

Mary’s right hand touched the ivory keys as her left hand floated across the black ones. She made a wonderful sound.

What is Mary doing?

Sean pushed the red button as image sailed across the screen carrying a football. With flick of the blue button theman was on the ground.

What is Sean doing?

Anthony turned the knob andlistened for the perfect beat. When he found it, he made it loud.

What is Anthony doing?

Ricky ran with the ball in his stick. The crowd began to cheer as he scored a goal.

What game is Ricky playing?

Patti felt the pain in her muscles begin to feel better as she felt the warmth and suds against her skin?

Where is Patti?

Nancy pushed a button and a message came across the screen. She read it, laughed and sent it back.

What is Nancy doing?

Ms. Niss stood in the front as the audience listened intently. The only sound was the laughter as she turned the page?

What is Ms. Niss doing?Where is Ms. Niss?

A bright red flashing light shone through the window as the vehicle flew passed my house. Sounds could be heard for a minute and then silence.

What flew passed?

Grace looked at the face. The large and small hands were on the twelve.

What is Grace looking at? What time is it?

As the ball hit the wood Ian dropped it and ran. He put his foot on the plate and smiled.

What is Ian doing?

As Jacob plunged in he felt a cool sensation. As he rose to the top he felt refreshed.

Where is Jacob?What is he doing?

Dad and I walked up a flight of stairs and sat down on the cold metal. Then the crowd began to cheer and clap.

Where were they?

Abby and John heard the wheels squeak and rant o the front door. They yelled, “Good-bye, Mom!”

Where were Abby and Jason going?

Donnell felt a tug on the line. He jumped up with a smile on his face and started pulling.

What is Donnell doing?

Maurice heard the familiar sound and ran to his piggy bank. Then he quickly ran outside as fast as he could.

What is Maurice doing?

Marcie climbed 3 steps and walked down the metal path. She sat down quickly as she felt a lunge.

Where was Marcie?

The blades slid across the white surface. Sherrie felt like she was floating in space.

What was Sherrie doing?

Jordan heard a loud snap when he looked out his window he was surprised to see an orange line.

What was happening?

Laura felt the metal teeth pull on her snarl. “Ouch,” she replied, as he mother continued.

What was Laura’s mother doing?

Before going outside, Erica put her coat, hat, and gloves on.

What time of year is it?

People rushed and shoved after paying the driver so they could quickly find a seat.

Where are they?

When we woke up and looked outside we could hardly see because of the blanket of white covering everything.

What happened outside?What time of day is it?

Celina could hardly see because of the hair hanging in her face.

What does she need to do?

We watched as the lion ate the piece of meat behind the glass wall.

Where are they?

With hose in her hand, Judi ran toward the house at the flames.

What was Judi doing?

The plant drooped and the soil was dry?

What does it need?

Samuel looked up and saw puffs of cotton above him as he laid in the grass.

What is Samuel looking at?

When Dion got home the animal jumped up on him and begged to be let out?

What was the animal?

Charlotte got out of the water and saw steam covering the mirror.

Where is Charlotte?What is she dong?

The bell rang and we crowded into the building hurrying to our rooms.

What building were they in?

Tyler’s mouth watered as he smelled the buttery smell and heard the poppy sound.

What is Tyler making?

Chris took a deep breath and blew after everyone stopped singing?

What is Chris doing?

The bird called out and everyone knew it was time to get up.

Where are they?What kind of bird was it?

Before going to bed, William put paste on his brush and swept his mouth clean.

What is he doing?

Sighing, the teacher walked over to her desk and sat down, she put her hands on her head and sighed again.

What is the teacher feeling?

Maggie put her head on the soft fluffy square object and went to sleep.

What is the object?

In the closet, Max had Adidas,Nikes, and Reeboks lined up on the floor.

What are these?

Jordan and Aaron sat looking wide-eyed as the monster gobbled up the man? Theyshook with fear.

Where are Jordan & Aaron? What are they doing?

Lisa was startled awake by the spotlight shining through her window and the whistle as the monster rode by her house.What is the monster?

Joe’s throat was dry and sweatpoured off his body after thelong run?

What do you think Joe wants?

Omar’s face lit up and his eyesbulged as he walked into theroom and saw everyone whenthey yelled.

Where is he?What is he feeling?

Sitting on the shore, Meganwatched as the water moved inand out over the land?

Where is Megan?

Horns began to beep. People began to get out of their cars and look ahead?

What is happening