Abstract
AbstractInference generation makes a strong, unique contribution to reading comprehension. Young children engage in many of the same inference generation processes as sophisticated readers. This article discusses instructional practices that can be used in prekindergarten through grade two to help children think beyond the words of the text. Suggestions are made for planning lessons for narratives that incorporate asking powerful questions and think‐alouds. The article provides descriptions of the effective use of teacher read‐alouds, videos, wordless picture books, and shared reading to improve the narrative comprehension of young children. A sample lesson plan series is provided
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