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.
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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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