Teaching Inference

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Why it works

Inference, deriving meaning that is not explicitly stated by combining clues in the text with relevant background knowledge, is central to comprehension: writers rarely state everything, and readers must constantly infer causes, motives, implications, meanings of words, and connections. Research shows inference is a major source of comprehension difficulty and that it depends heavily on background knowledge (you cannot infer from what you do not know), as well as on attending to text clues and the skill of combining the two. Teaching inference means making the process visible (what in the text plus what I know leads to this conclusion?), modeling and practicing it with text, building the background knowledge inference requires, and teaching students to notice when a text requires inference. It is a teachable, high-leverage comprehension skill.

The research: Research on inference in reading comprehension.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: make inference visible and teachable

Teachers leave making the inference process visible and practiced.

Pick a text that requires inference.
Make the process visible (text clues + background knowledge leads to this conclusion).
Model and practice inferring with students.
Build the background knowledge that inference requires, and teach students to notice when inference is needed.

Text clues plus what you knowInference, combining text clues with background knowledge to grasp unstated meaning, is central to comprehension. Make the process visible, model and practice it, and build the knowledge it requires.

Facilitator notes

Make the inference process visible, and model and practice with text.
Build background knowledge.
Teach noticing when inference is needed.

You can't infer from what you don't knowInference depends on background knowledge plus text clues. Make the process visible, model and practice it, and build the knowledge inference requires.

Adapt it

Elementary: text clues + what you know, model, practice.
Secondary: infer causes, motives, implications; build knowledge.
All settings: make inference visible, model, build knowledge.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Teaching Inference: read between the lines

Clues plus knowledge: make the process visible, model and practice it, and build the knowledge inference requires.

The text that requires inference:
How I make the process visible (text clues + background knowledge):
How I model and practice inferring:
How I build the background knowledge inference requires:
A place to teach inference explicitly:

Make it stick

Read between the lines:

Make inference visible and teachable.
Build the knowledge it needs.
Bring an inference lesson to the next PLC.

Common questions

What is inference in reading?

Deriving meaning not stated directly by combining clues in the text with background knowledge, reading between the lines to grasp causes, motives, implications, and connections. It is central to comprehension.

Why do students struggle to infer?

Inference is a major source of comprehension difficulty, and it depends heavily on background knowledge (you cannot infer from what you do not know) plus attending to text clues. Both need support.

How do I teach inference?

Make the process visible (what in the text plus what I know leads to this?), model and practice it with text, build the background knowledge inference requires, and teach students to notice when a text requires inference.