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In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 463–488

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Reading comprehension instruction and intervention

Promoting inference making

 | University of Minnesota
 | Leiden University
Published online: 14 August 2017
DOI logo with link
https://doi.org/10.1075/swll.15.25mcm
Article outline
  • A cognitive perspective of reading comprehension
  • Approaches to improving inference making
    • Content-focused approaches
      • Text coherence
      • Pre-teaching activities
      • Questioning with and without feedback
      • Summary of content-focused approaches
    • Strategy instruction
      • Thinking strategies
      • Looking for clues and thinking aloud
      • Self-questioning
      • Graphic models
      • Summary of strategies approaches
    • Content-focused versus strategy instruction
      • Questioning versus thinking strategies
      • Activating background knowledge versus cloze strategy
      • Revised materials versus key words and self-questioning
      • Inferencing instruction versus GRIP strategy
      • Internal processes versus text structure
      • Content vs. strategy vs. basal-series approach
      • Causal versus general questioning
      • Summary of content-focused versus strategies approaches
    • From content-focused to strategy use
  • General discussion
    • Which approaches show promise and why?
    • With whom and under what conditions?
    • Implementation that leads to meaningful improvement
      • A strong connection to theory
      • Build existing empirically based approaches into instructional practices
      • Design studies that incorporate “daily life” in classrooms
  • Conclusion
  • References
References (59)
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