Knowledge and Skills Statement
Research
1. Nokes, J. D. (2008). The observation/inference chart: improving student's abilities to make inferences while reading nontraditional texts: paintings, movies, historical artifacts, and other nontraditional texts are easier to understand when students are skilled in making inferences. These skills transfer to traditional texts as well. Journal of Adolescent & Adult Literacy, 51(7), 538+. Retrieved from https://link.galegroup.com/apps/doc/A178358714/PROF?u=tea&sid=PROF&xid=842641e2
Summary: The author demonstrates how an observation/inference chart can help inexperienced readers make good inferences. The author explains how to observe and make inferences from those observations, provides examples of modeling making inferences, and gives examples to support both guided practice for students and students' individual practice.
2. Mahzoon-Hagheghi, M., Yebra, R., Johnson, R. D., & Sohn, L. N. (2018). Fostering a greater understanding of science in the classroom through children's literature, Texas Journal of Literacy Education, 6(1), 41–50. Retrieved from https://files.eric.ed.gov/fulltext/EJ1183979.pdf
Summary: The value of using children's literature in the science classroom was studied in this research. The use of literary strategies like questioning for comprehension and inference are transferable skills that are also important in science instruction. The author's provide examples of good choices in children's literature for science instruction and guidance to teachers for a successful implementation.
3. Ilter, I. (2019). The efficacy of context clue strategy instruction on middle grades students' vocabulary development. Research in Middle Level Education, 42(1). Retrieved from https://www.tandfonline.com/doi/full/10.1080/19404476.2018.1554522?scroll=top&needAccess=true
Summary: This study compared the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary. Sixth grade students were selected for the study; students selected for the experimental group were taught how to use context cues to infer meaning. Direct instruction was used to present the concept to the students. The results suggest that teaching students how to infer meaning from context clue is an instructional strategy that positively impacts the level of student achievement in reading.