How can inference from text be taught?
Inference combines textual clues with relevant prior knowledge to construct meaning not stated directly. It differs from unrestricted guessing. A sound inference has identifiable support and can change with new information. Personal interpretation must therefore be distinguished from conclusions supported by the text.
From clues to justification
Teachers can model thinking aloud after a short passage, explaining the words noticed, relevant knowledge and resulting conclusion. Ask which expression supports an idea rather than only what the learner thinks happened. A trembling character, for instance, could be cold, afraid or experiencing something else depending on context. One clue does not force a certain answer; other parts of the text matter. Begin with short passages containing clear clues, then increase the complexity of connections.
Reviewing the inference
Later details may strengthen or weaken an earlier interpretation. Revising an idea should be understood as evidence-based thinking, not failure. Supply necessary context when missing background knowledge impedes inference. Unknown vocabulary can also cause difficulty and should not be mistaken for a general inference deficit. Evaluate the relationship among clue, prior knowledge and justification, not only the final answer. Discuss multiple defensible interpretations through evidence, while recognising that an unsupported idea is not a valid inference merely because it is creative.