Fostering inference generation with emergent and novice readers

Research output: Contribution to journalArticle

Abstract

Inference generation makes a strong, unique contribution to reading comprehension. Young children engage in many of the same inference generation processes as sophisticated readers. This article discusses instructional practices that can be used in prekindergarten through grade two to help children think beyond the words of the text. Suggestions are made for planning lessons for narratives that incorporate asking powerful questions and think-alouds. The article provides descriptions of the effective use of teacher read-alouds, videos, wordless picture books, and shared reading to improve the narrative comprehension of young children. A sample lesson plan series is provided

Original languageEnglish (US)
Pages (from-to)384-388
Number of pages5
JournalReading Teacher
Volume67
Issue number5
DOIs
StatePublished - 2014

Fingerprint

Foster Home Care
Reading
comprehension
narrative
video
school grade
planning
teacher
Reader
Inference
Novice
Young children
Reading Comprehension
Book Reading
Shared Reading
Planning
Picture Books
Lesson Plan
Narrative Comprehension

Keywords

  • Comprehension
  • Depth of (higher level, literal level, etc.)
  • Discussion
  • Making inferences
  • Ongoing assessment
  • Retelling
  • Visual literacy

ASJC Scopus subject areas

  • Pharmacology (medical)
  • Pharmacology
  • Language and Linguistics
  • Linguistics and Language

Cite this

Fostering inference generation with emergent and novice readers. / Stahl, Katherine.

In: Reading Teacher, Vol. 67, No. 5, 2014, p. 384-388.

Research output: Contribution to journalArticle

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