Making the Most of Read-Alouds to Support Primary-Grade Students' Inference-Making

Hye Jin Hwang, Ellen Orcutt, Emily A. Reno, Jasmine Kim, Rina M Harsch, Kristen L. McMaster, Panayiota Kendeou, Susan C Slater

Research output: Contribution to journalArticlepeer-review


Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe instructional principles to support students' inference-making specifically during read-alouds. We also share findings from our research in K-2 classrooms that show how inferential questions, scaffolding, and feedback in read-aloud lessons can support primary-grade students' inference-making. Finally, we describe steps to design and implement read-aloud lessons for supporting the development of inference-making in primary-grade students.

Original languageEnglish (US)
Pages (from-to)167-177
Number of pages11
JournalReading Teacher
Issue number2
StatePublished - Sep 1 2023

Bibliographical note

Publisher Copyright:
© 2023 The Authors. The Reading Teacher published by Wiley Periodicals LLC on behalf of International Literacy Association.


  • Comprehension
  • Making inferences
  • Read alouds


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