Developing inference-making through explicit instructions

Al Jahwari, Yahya Sulaiman and Sheikh Ahmad, Ismail (2022) Developing inference-making through explicit instructions. IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL), 10 (1). pp. 41-46. ISSN 2347–4564 E-ISSN 2321–8878

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Abstract

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.

Item Type:	Article (Journal)
Uncontrolled Keywords:	Explicit Instructions - Inference-Making, Reading Comprehension, Reading Strategies
Subjects:	L Education > L Education (General)
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education Kulliyyah of Education > Department of Curriculum & Instruction
Depositing User:	Professor Ismail Sheikh Ahmad
Date Deposited:	21 Jul 2022 10:21
Last Modified:	21 Jul 2022 10:32
URI:	http://irep.iium.edu.my/id/eprint/98879

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