Using Inferential Reading in the Classroom

Using the strategy in the Classroom

Before reading activity

When one thinks of making inferences based on a book that the student has not read, the idea of engaging them in any activity surrounding the text becomes a complicated task. Most times we ask, what do I ask them? Will they be able to arrive at the conclusions that I want them to within the allotted time? And the list of questions continue. Contrary to that idea, making inferences is a rather simple, interesting way of engaging students in discussion and generating as well as sharing knowledge and critical thinking. The teacher however, in order to make it a successful exchange has to be adequately prepared for the role. First and foremost, the teacher must have some knowledge of the book, therefore it would be in their best interest to read the book and understand it before actually going into the classroom. In reading the text, the teacher has to come up with a few amin questions to ask studetns which will help elicit previous knowledge and questions that will allow them to come up with their own predictions about the central ideas in the book; for instance, a teacher may choose to ask the class, ‘have you or anybody close to you been in a situation like that? What did it feel like? What was your reaction? Why do you think that happened? What do you think the book will focus on? It has also been suggested by Kyleen Beers that upon first initiating the strategy, the best way would be to use an everyday experience that they can easily relate to.

During Reading Activity

During the reading activity, the teacher may ask the students to draw conclusions based on their reading of the particular text, however it has to be supported by evidence from the text. For instance the reader may have to provide the class with examples of what was said, why was it said and how was it said.

After reading activity

After completing the entire novel, students are then expected to analyse their predictions about maybe characters or the happenings in the text. They make comparisons based on what they perceived would have happened and what actually happened

When a teacher allows a student to engage in the practice of inferential reading, it helps them develop critical thinking skills. Students are able to think of and make judgments from their own experiences and relate them to scenes and characters in the test. It is effective as it allows the student to share ideas from their own point of view thereby developing and or boosting the student’s self-esteem and confidence. Moreover, students become independent thinkers thereby broadening their knowledge and allowing them to develop appreciation for literature.