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Reading 1. Strategies For Inferential Reading.: Question and Answer Strategies

The document discusses strategies for developing inferential reading skills in students. It describes asking students questions about a story that require putting together information from different parts to draw a conclusion. Students can also make inferences about elements like a story's setting, a character's motivation, or the meaning of pronouns. A second strategy involves eliminating words to have students determine the missing information based on context. Developing inferential reading helps students improve comprehension and vocabulary.

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Jose Paredes
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69 views

Reading 1. Strategies For Inferential Reading.: Question and Answer Strategies

The document discusses strategies for developing inferential reading skills in students. It describes asking students questions about a story that require putting together information from different parts to draw a conclusion. Students can also make inferences about elements like a story's setting, a character's motivation, or the meaning of pronouns. A second strategy involves eliminating words to have students determine the missing information based on context. Developing inferential reading helps students improve comprehension and vocabulary.

Uploaded by

Jose Paredes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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READING

1. Strategies for inferential Reading.


Inferential meaning involves determining what the text means. You start
with the stated information. This information is then used to determine
deeper meaning that is not explicitly stated. Determining inferential
meaning requires you to think about the text and draw a conclusion.

Question and Answer Strategies


After reading a short story, students can practice inference skills
through a question and answer session. Questions that require
information from several sections of a story will require students to
put information together and draw a conclusion based on the
information. Students may be asked to compare portions of a
story to personal experience or information from other materials to
draw connections. Questions may be answered on paper, orally or
in a group as students learn to develop skills in using contextual
clues to develop a conclusion.
Using Elements of the Story
The teacher may choose particular elements of a story to focus on
and help students draw conclusions from. For example, the
teacher might focus on the setting of a story. After reading a
description of the setting, students can add details based on the
information they already have. For example, in a story that is set
in a forest, the student may decide what type of plants, animals
and weather the main character will experience. Students may
also be asked to decide what the motivation of a character is
based on behavior in a story, or add information they know about
the topic of the story from other sources.
Making Inferences about Words
Inferential reading skills may also be used to develop vocabulary.
One activity to help students learn to develop inferences is
identifying pronouns throughout a story and determining what they
refer to. Eliminating a single word from a sentence can also help
students learn to create inferences as they determine a word that
can fit in the blank and still fit in the sentence contextually. A
similar activity asks students to choose the best word -- usually a
noun -- to fill in a blank based on the context of a story.
Taken from:
http://study.com/academy/lesson/reading-comprehension-literal-inferentialevaluative.html
http://education.seattlepi.com/develop-inferential-reading-skills-elementarylevel-students-3835.html
2. What is critical Reading?

Critical reading means that a reader applies certain processes, models,


questions, and theories that result in enhanced clarity and
comprehension. There is more involved, both in effort and understanding,
in a critical reading than in a mere "skimming" of the text. What is the
difference? If a reader "skims" the text, superficial characteristics and
information are as far as the reader goes. A critical reading gets at "deep
structure" (if there is such a thing apart from the superficial text!), that is,
logical consistency, tone, organization, and a number of other very
important sounding terms.
Some suggested steps:
1. Prepare to become part of the writer's audience.
After all, authors design texts for specific audiences, and becoming a
member of the target audience makes it easier to get at the author's
purpose. Learn about the author, the history of the author and the text,
the author's anticipated audience; read introductions and notes.
2. Prepare to read with an open mind.
Critical readers seek knowledge; they do not "rewrite" a work to suit their
own personalities. Your task as an enlightened critical reader is to read
what is on the page, giving the writer a fair chance to develop ideas and
allowing yourself to reflect thoughtfully, objectively, on the text.
3. Consider the title.
This may seem obvious, but the title may provide clues to the writer's
attitude, goals, personal viewpoint, or approach.
4. Read slowly.
Again, this appears obvious, but it is a factor in a "close reading." By
slowing down, you will make more connections within the text.
5. Use the dictionary and other appropriate reference works.
If there is a word in the text that is not clear or difficult to define in
context: look it up. Every word is important, and if part of the text is thick
with technical terms, it is doubly important to know how the author is
using them.
6. Make notes.
Jot down marginal notes, underline and highlight, write down ideas in a
notebook, do whatever works for your own personal taste. Note for
yourself the main ideas, the thesis, the author's main points to support
the theory. Writing while reading aids your memory in many ways,
especially by making a link that is unclear in the text concrete in your
own writing.
7. Keep a reading journal.
In addition to note-taking, it is often helpful to regularly record your
responses and thoughts in a more permanent place that is yours to
consult. By developing a habit of reading and writing in conjunction, both
skills will improve.
Critical reading involves using logical and rhetorical skills. Identifying the
author's thesis is a good place to start, but to grasp how the author
intends to support it is a difficult task. More often than not an author will

make a claim (most commonly in the form of the thesis) and support it in
the body of the text. The support for the author's claim is in the evidence
provided to suggest that the author's intended argument is sound, or
reasonably acceptable. What ties these two together is a series of logical
links that convinces the reader of the coherence of the author's
argument: this is the warrant. If the author's premise is not supportable, a
critical reading will uncover the lapses in the text that show it to be
unsound.
Taken from:
https://www.csuohio.edu/writing-center/critical-reading-what-criticalreading-and-why-do-i-need-do-it
3. Classroom environment.

http://study.com/academy/lesson/reading-comprehension-literal-inferentialevaluative.html

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