Making the Most of Read-Alouds to Support Primary-Grade Students' Inference-Making

Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on student...

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Bibliographic Details
Published in:The Reading teacher 2023-09, Vol.77 (2), p.167-177
Main Authors: Hwang, HyeJin, Orcutt, Ellen, Reno, Emily A, Kim, Jasmine, Harsch, Rina Miyata, McMaster, Kristen L, Kendeou, Panayiota, Slater, Susan
Format: Article
Language:English
Subjects:
Comprehension
Discussion groups
Elementary school students
Feedback
Feedback (Response)
Grade 1
Grade 2
Inference
Inferences
Kindergarten
Oral Reading
Primary Education
Questioning Techniques
Reading comprehension
Scaffolding
Scaffolding (Teaching Technique)
Teaching Methods
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Summary:Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe instructional principles to support students' inference-making specifically during read-alouds. We also share findings from our research in K-2 classrooms that show how inferential questions, scaffolding, and feedback in read-aloud lessons can support primary-grade students' inference-making. Finally, we describe steps to design and implement read-aloud lessons for supporting the development of inference-making in primary-grade students.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2226