Developing inference-making through explicit instructions
This part is related to a larger study exploring the implementation of inference-making strategies in reading comprehension lessons. This part of the study focused on the best way to develop inference-making when teaching reading comprehension. There is significant evidence that reading comprehe...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Impact Journals
2022
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/98879/3/98879_Developing%20inference-making%20through%20explicit%20instructions.pdf http://irep.iium.edu.my/98879/ http://www.impactjournals.us/archives |
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| Summary: | This part is related to a larger study exploring the implementation of inference-making strategies in reading
comprehension lessons. This part of the study focused on the best way to develop inference-making when teaching reading
comprehension. There is significant evidence that reading comprehension has long been a popular topic in educational
contexts. The level of reading comprehension can be influenced by a variety of elements such as cognitive capacity, a lack
of vocabulary, text complexity, reading techniques, and students' prior knowledge. As a result, readers must be able to use
a variety of reading strategies in order to comprehend the reading texts, such as making connections, asking questions,
inferring meaning, summarizing main ideas, and drawing conclusions. In this perspective, inference-making is regarded as
the most important part of the reading process. It is the ability to deduce meaning from textual and contextual information.
As a result, it has been proven that explicitly teaching children how to draw conclusions and make inferences can improve
their understanding of what they're reading. |
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