Abstract

Reading comprehension is the goal of reading, and making inferences is vital. Authors usually expect readers to make multiple types of inferences, including anaphoric, background knowledge, predictive, and retrospective. Common core assessments include all of these, yet instructional materials focus mostly on only one type, retrospective. This article describes how teachers in one school district in the Inter-Mountain West used each inference type to enhance instruction. They found that although common core materials provided them with some inferencing questions, they gave minimal support in how to teach inferences. These teachers successfully supplemented with Question-Answer Relationships (QAR), think-alouds, and sentence frames. By explicitly teaching all four inference types, inferencing took its place as the cornerstone of reading comprehension and helped students deepen their knowledge.

摘要

阅读理解是阅读的目标，进行推理至关重要。作者通常希望读者做出多种类型的推断，包括回指，背景知识，预测和回顾。共同的核心评估包括所有这些内容，但教学材料主要集中于一种类型的回顾性研究。本文介绍了西山之间一个学区的教师如何使用每种推断类型来增强教学效果。他们发现，尽管通用的核心材料为他们提供了一些推理问题，但在如何教授推理方面却提供了最小的支持。这些教师成功地补充了问答关系（QAR），思考能力和句子框架。通过显式地讲授所有四种推理类型，