What is it about?
The article considers how curriculum and assessment has not adequately taken into account that inference in reading comprehension involves different types. In the paper, I analyse the construct of inference evident in some of England's curriculum and assessment documents for primary schools against insights from cognitive/socio-cognitive psychology.
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Why is it important?
The article argues that a more nuanced view of inference is required. In other words, it inference involves multiple types and is not a unitary construct. This has implications for instruction and assessment in the classroom.
Perspectives
This publication emerged from my interest in reading comprehension difficulties (also known as reading comprehension deficit) during my training as a specialist teacher (dyslexia, specific literacy difficulties).
Mr Jazz C Williams
Manchester Metropolitan University
Read the Original
This page is a summary of: Recent official policy and concepts of reading comprehension and inference: the case of England's primary curriculum, Literacy, September 2013, Wiley,
DOI: 10.1111/lit.12012.
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