TEACHING INFERENCE THROUGH CONTEXT CLUES IN ENHANCING READING SKILLS AT A1, A2 AND B1 LEVELS
Abstract
This article examines the significance of teaching inference through context clues to improve reading comprehension at the A1, A2, and B1 levels. Inference, the ability to draw conclusions from implicit information within a text, is essential for a deeper understanding of reading material. The paper explores key theories such as Kintsch’s construction-integration model and schema theory, which focus on how prior knowledge and textual information work together in making inferences. The article also outlines different types of context clues—definition, synonym, antonym, example, and cause-and-effect—that help students draw informed inferences. Additionally, it provides practical strategies for teaching inference, including context clue exercises, interactive activities, and the use of graphic organizers. The conclusion emphasizes how teaching inference through context clues can improve critical thinking skills and help students become proficient readers who can interpret both explicit and implicit information in texts.
References
1. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). The Guilford Press.
2. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
3. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). Longman.
4. Snow, C. E. (2002). Academic language and the challenge of reading for learning about science. Science, 298(5602), 1590-1594.
5. McKeown, M. G., & Beck, I. L. (2004). Teaching vocabulary: Lessons from research and practice. In J. S. Chall, P. V. Tannenbaum, & A. E. J. J. E. E. (Eds.), The science of reading: A handbook (pp. 284-298). Wiley-Blackwell.
6. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
7. Pearson, P. D., & Hiebert, E. H. (2012). Reading comprehension: A critique of current practices and a rethinking of how to promote literacy development in all students. In E. H. Hiebert & P. D. Pearson (Eds.), Research-based practices for teaching comprehension: Focus on the Common Core (pp. 15-30).
