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Using inferences strategically: Enhancing the reading comprehension ability of delayed readers
Conference paper   Peer reviewed

Using inferences strategically: Enhancing the reading comprehension ability of delayed readers

Gary Woolley
Learning Together: Leading Practice in Inclusive Education
Association of Special Education National Conference, 31st (Canberra, Australia, 30-Sep-2006–02-Oct-2006)
Australian Association of Special Education
2006
url
http://aase.edu.au/View
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Abstract

Specialist Studies in Education delayed readers reading comprehension literacy problems
About 10%-20% of students in Australian schools experience ongoing literacy problems. Many of these students exhibit average intelligence and ongoing reading and comprehension difficulties. Generally their reading problems are not linked to factors such as sensory acuity deficits or socioeconomic disadvantage. However, after year three the written language generally becomes much more complex and there is an increasing emphasis on comprehension. One of the differences between delayed readers and successful readers is evident in their ability to process information for inferential rather than for literal questions. As a result, delayed readers tend to read quite superficially, and they are less likely to engage in constructive processes when reading. It would appear that many students with comprehension difficulties are not deficient in general knowledge but they fail to use gap filling inferences and are not sure when and how to apply their prior knowledge. Inferential strategy instruction can improve children's working-memory efficiency and comprehension performance. However, they need to know when and how to use these strategies and how to monitor and regulate their own comprehension. This paper will focus on the strategies to be taught as well as some practical intervention teaching activities that may assist students read and comprehend non-fiction materials.

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