Вы находитесь на странице: 1из 3

What is Inference?

An inference is an idea or conclusion thats drawn from evidence and reasoning. An


inference is an educated guess.
Making an inference involves using what you know to make a guess about what you
don't know, or reading between the lines. Readers who make inferences use the
clues in the text along with their own experiences to help them figure out what is
not directly said, making the text personal and memorable. Helping students make
texts memorable will help them gain more personal pleasure from reading, read the
text more critically, and remember and apply what they have read.
Inference is a mental process by which we reach a conclusion based on specific
evidence. Inferences are the stock and trade of detectives examining clues, of
doctors diagnosing diseases, and of car mechanics repairing engine problems. We
infer motives, purpose, and intentions.
Inference is essential to, and part of, being human. We engage in inference every
day. We interpret actions to be examples of behavior characteristics, intents, or
expressions of particular feelings. We infer it is raining when we see someone with
an open umbrella. We infer people are thirsty if they ask for a glass of water. We
infer that evidence in a text is authoritative when it is attributed to a scholar in the
field.
Advantages of Making Inferences in Reading
Reading is one of some important English skills. Reading is such
important in our life, in previous post Ive said about teaching reading, improving
reading skill through context and cognitive factor in reading. Now, Ill talk about the
positive impact or the advantages of making inference. To go through the reading
text automatically we have to know one by one the words and we have to catch
what the writer want to say in his writing. Inference is one of reading strategy. Why
is it important to make inference in reading activity? The reason is because inferring
is such an important part of skilled reading, explicitly teaching and reinforcing the
skill can reap several benefits. Often, successful inferring supports and extends
other reading goals. The teachers in the literacy study group identified four primary
positive outcomes they have seen when students learn to make inferences
effectively:
Successful inferring leads to better overall comprehension.
When students can make inferences accurately, they are able to grasp the authors
meaning and understand the whole picture of a text. Rather than simply decoding
words, they can recognize an implication and draw it to its logical conclusion,
resulting in fewer gaps in comprehension.
Successful inferring leads to more engagement with text.
Students who infer habitually and accurately are more engaged in the text. Not only
do they understand better, they enjoy reading more because they are able to easily
draw on information from their own lives and prior knowledge. This helps them

better identify with characters and relate to literature. Furthermore, when students
make inferences such as predictions or theories, they are eager to read more, to see
if their intuition will be confirmed.

Successful inferring makes sophisticated readers.


Making inferences focuses students on looking beyond the events of a story and the
text on the page. This global view can help can help students understand literary
concepts such as character, theme, and figurative language.
Successful inferring helps students be metacognitive.
In teaching students to infer, teachers can help students think about their own
thinkinghow to apply their background knowledge and experience to draw
reasonable conclusions in specific situations. As students learn to consciously apply
this process, it becomes a tool they can use deliberately and methodically whenever
they feel as if they are missing something in their independent reading.
Challenges in Teaching Inferring
Despite all these benefits, however, teaching students to infer is an elusive art
which presents unique dilemmas. As the study group progressed, teachers identified
common challenges they face in working with inferences. These challenges, and the
teachers creative solutions to them, appear as a common thread throughout both
the case studies and the study guide.
Why teach inference?
Inference is a "foundational skill" a prerequisite for higher-order thinking and 21st
century skills (Marzano, 2010)
Inference skills are used across the curriculum, including English language arts,
science and social studies.
Because inferring requires higher order thinking skills, it can be difficult for many
students. However, it can be taught through explicit instruction in inferential
strategies
How to Increase Higher Order Thinking
Observations occur when we can see something happening. In contrast, inferences
are what we figure out based on an experience. Helping your child understand when
information is implied, or not directly stated, will improve her skill in drawing
conclusions and making inferences. These skills will be needed for all sorts of school
assignments, including reading, science and social studies. Inferential thinking is a
complex skill that will develop over time and with experience.
When Can You Use It?

Reading:
Have students read a newspaper editorial. Have them infer at least two things that
were not explicitly stated by the author. Then have students draw a conclusion
about the topic. Ask students to make inferences and draw conclusions from a
particular novel you are reading in class.
Have students make inferences about where or when a photograph was taken.
Provide photographs of unfamiliar geographic areas, buildings, or landscapes.

Writing:
Have students write a paragraph that describes something they are familiar with
an object, a situation, a place without explicitly stating what it is. Pair students
and have them exchange their papers and infer what their partner's paragraph is
describing. Have them list the inferences that led them to their conclusion.

Вам также может понравиться