The Power of the Science of Teaching Reading for Making Inferences
Dr. Sang Hwang
Abstract
Inferencing is a critical component of deeper level in reading comprehension. Teachers must instruct on how to make good inferences to fill in the gaps that are not explicitly stated in the text. By utilizing both local and global inferences, students would connect the context with their prior knowledge to deep dive into the author’s hidden meaning. The study employed the key elements of the Science of Teaching Reading (STR) model, including explicit instruction, modeling, guided practice, and independent practice. The more students practice making inferences, the better prepared they will be for more complex texts. In assisting students with dyslexia on how to make inferences, remediation of connecting written words to oral conversations would help them gain a better understanding. Three books on dyslexia were employed in the study to demonstrate how to effectively teach inferences in the classroom. The study also added useful accommodations for students with dyslexia.