Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper-elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper-elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.
Hall, C., & Barnes, M. A. (2017). Inference instruction to support reading comprehension for elementary students with learning disabilities. Intervention in School and Clinic, 52(5), 279–286. doi:10.1177/1053451216676799