Inferring
Inferring before, during and after reading is a strategy that will allow students to develop deeper understandings of the text by using what they already know to create individual meanings, conclusions and responses (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Inferring involves developing meaning beyond the literal elements of the text. It incorporates prior knowledge with textual components that are literally on the page (e.g. title, cover, graphical elements and words) to unveil further meaning behind the text (NSW Government Education and Communities, n.d.-b).
Inferring involves developing meaning beyond the literal elements of the text. It incorporates prior knowledge with textual components that are literally on the page (e.g. title, cover, graphical elements and words) to unveil further meaning behind the text (NSW Government Education and Communities, n.d.-b).
Specific Pedagogies
To develop students' inferring skills teachers can:
- provide explicit examples of how to infer
- during reading, highlight possible inferences
- ask students to provide evidence to justify their inferences
(Winch et. al., 2011)
Ways to Adapt for Diverse Learners
The "Pairs Read" strategy is not limited to a particular type of learner, but can be applied broadly across age groups and subject areas (ESA Regions, 2006, p.10). The Pairs Read strategy is useful for building and strengthening students inferring skills, by pairing students together to study text and draw deeper meanings from the text (ESA Regions, 2006). The following is a recommended approach:
- Students are paired and given a particular text to read.
- One student takes the role of a reader/responder, the other adopts a coaching role.
- The text is read silently by both readers.
- Encourage students to highlight any difficulties encountered during reading.
- The reader/responder identifies the main idea, i.e. summarises the text. The coaching student asks questions that ‘clarify, probe and infer’.
- Students swap roles and progress reading the next allocated text, repeating the same process. This is to be continued until the entire text selection has been completed.
- Students collaborate to summarise the whole prescribed text.