If you are looking for speech therapy materials with inferencing picture scenes using evidence-based strategies, make sure to check out my Inferencing and Predicting Using Real Pictures for Speech Therapy. It includes 100 real life picture card scenariosthat allow you to provide effective, direct teaching on how to make inferences from picture scenes (also available in Google Slides format for no-print or teletherapy).
If you need some quick inferencing goals, scroll down or check out my Speech-Language Therapy Goal Bank!
What are Inferences?
Inferencing is when you use clues to make a smart guess. We combine new information with our prior knowledge to make those smart guesses. Inferences are not stated outright. We have to use some deductive reasoning to make those conclusions. Usually, an inference comes from a “why” or “how” question. You have to read between the lines.
We make inferences all day long, without even realizing it! Many pragmatic language skills are tied into making inferences, such as perspective-taking. Language impairments will affect a child’s ability to make inferences, so as speech therapists, it’s important we address this need!
Inferencing vs. Predicting
Inferences are similar to predictions because they both involve coming to conclusions that are not stated outright. But, the difference between inferences and predictions is that predictions are about the future. There may not be just one answer to a prediction question, but there many be several reasonable answers to prediction questions. You still have to look at the evidence and make a conclusion, but you are doing so for an unproven event.
Evidence-Based Strategies for Teaching Inferencing
Current research gives us a few tried-and-true strategies to best teach inferencing to our students.
Strategy #1: Think-Alouds
Say what someone might be thinking out loud to provide a verbal model of the thought-process that occurs when making an inference. Model making inferences by highlighting key information from the inferencing picture scene and making connections with your own background knowledge (van Kleeck, Vander Woude, & Hammett, 2006).
For example, while looking at a picture, say “I think the boy in the picture feels frustrated because it looks like he is losing at the game. I feel frustrated when I lose at games. Do you?”
Strategy #2: Effective Prompting
Prompts can be a help, or they can be a crutch. Make sure you are effectively prompting to help scaffold your students to independence. There are two types of prompts recommended when teaching inferencing (Bradshaw, M. L., Hoffman, P. R., & Norris, J. A., 1998):
- Cloze prompts: rephrasing questions into sentence starters
For example, say, “Why is he happy? He is happy because….”
- Expansion prompts: expanding on a student’s answer
For example, expand the answer “happy” to “Yes! He is happy….because he got a new bike!”
Strategy #3: Target Inferencing Using Picture Books
Start by teaching your students what inferencing is with pictures. Once they have mastered those skills, build on their skills with other materials. You can use the same familiar visuals that I have provided in my Inferencing and Predicting Using Real Pictures for Speech Therapy product. Then, target all of the types of inferences while reading picture books (Desmarais, Nadeau, Trudeau, Filiatrault Veilleux, & Maxés-Fournier, 2013).
Example: While reading picture books, ask questions like “How are they feeling? How do you know? What are they thinking?” See below for information about different types of inferencing for more questions you could ask while reading picture books.
Strategy #4: Teach Inferencing to Improve Comprehension
Target inferencing while reading, not after, to decrease reliance on memory skills and focus on just making inferences. This also increases your ability to model think-alouds and point to relevant clues. Combine auditory and visual cues during activities (Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C., 2015).
Example: Provide a visual (like the ones included in the Inferencing and Predicting Using Real Pictures for Speech Therapy packet) and ask inferential questions WHILE reading picture books, not after. Use think-alouds consistently.
Types of Inferential Questions
There are 6 basic types of inferential questions that you can ask about any well-composed picture:
#1 Internal Response – Emotional States
Make a smart guess about how somebody feels. Ask how people or characters feel while looking at pictures or reading stories. What makes you think that they feel that way? Bonus points if you move beyond “happy” and “sad!”
#2 Internal Response – Mental States
Make a smart guess about what somebody is thinking. Ask what the people or characters might be thinking in a picture or during specific parts of a story. Again, discuss what evidence you have found that led you to that conclusion.
#3 Goals
Make a smart guess about what a character wants/their intentions. What do they want? How can you tell?
#4 Problem Solving
Make a smart guess about how a character will solve a problem. How will they fix that? This skill leads fantastically into size of the problem activities and solving problems in the real world! Photographs are perfect to work on social inferences in speech therapy.
#5 Causal
Make a smart guess about why something is happening or happened. Why did his ice cream melt? How do you know?
#6 Predictive
Make a smart guess about what might happen in the future. What is going to happen next? If it’s a crazy, off-the-wall prediction, don’t give them a pass and say, “Well, I guess that could happen.” It needs to be a logical prediction.
Although you now you have the tools to target inferencing with any speech therapy materials, you still might want to check out my Inferencing and Predicting Using Real Pictures for Speech Therapy. There’s nothing like a no-brainer, grab-and-go product that walks your students through proven strategies in a consistent, systematic way!
Speech Therapy Inferencing Goals
Some of these goals are great for social inferencing in speech therapy (I’m all about keeping it functional!), while others are more comprehension-based.
- When given a specific behavior, NAME will identify how it makes others feel, the consequences, and how that impacts how he feels about himself with 70% accuracy and a visual or graphic organizer.
- NAME will correctly identify how others are feeling and identify at least one specific visual cue in 80% of opportunities given a familiar visual and gestural cues.
- NAME will make an inference and describe a visual clue that contributes to his inference, based on presented and incidental social scenarios on 4/5 opportunities provided minimal verbal cues.
- Given a hypothetical social scenario and a familiar visual, NAME will describe the perspectives, intentions, thoughts, or feelings of the people involved in 70% of opportunities.
For more goal ideas, make sure to visit my speech therapy goal bank!
Speech Therapy Inferencing Research and References:
van Kleeck, A., Vander Woude, J., & Hammett, L.(2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted booksharing discussions. American Journal of Speech-Language Pathology, 15, 85–95.
Bradshaw, M. L., Hoffman, P. R., & Norris, J. A.(1998). Efficacy of expansions and cloze procedures in the development of interpretations by preschool children exhibiting delayed language development. Language, Speech, and Hearing Services in Schools, 29, 85–95.
Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxes-Fournier, C.(2013). Intervention for improving comprehension in 4-6 year old children with specific language impairment: Practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27, 540–552.
Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2015). Inferential comprehension of 3-6 year olds within the context of story grammar: A scoping review. International Journal of Language & Communication Disorders, 50(6), 737–749.
Kelley, E. S. (2015). An evidence-based approach to teach inferential language during interactive storybook reading with young children EBP Briefs, 10(3), 1–10. Bloomington, MN: NCS Pearson, Inc.
FAQs
What are the goals of inferences? ›
Inferencing is when you use clues to make a smart guess. We combine new information with our prior knowledge to make those smart guesses. Inferences are not stated outright. We have to use some deductive reasoning to make those conclusions.
How do inference skills work in speech therapy? ›MAKE INFERENCES USING PICTURES
Ask questions like: Why do you think that happened? Why is the boy sad? Why do you think she is wearing a coat? Talk about the “clues” and “evidence” to make these assumptions.
You can say something like “an inference is when we find clues in the picture and combine them with our own background knowledge to make an assumption about what is happening or what just happened”. Then, show the child the picture again and talk through the inference that was made.
What is an inference in reading for kids? ›An inference is a deduction that is made based upon reasoning and it allows you to figure out information that may be missing in a text or picture.
What are 3 examples of an inference? ›- “I don't see Anne. She said she was tired, so she must have gone home to bed.”
- “Sarah's been at the gym a lot; she must be trying to lose weight.”
- “Jacko is a dog, and all dogs love belly rubs. So Jacko must love belly rubs.”
- Inference questions ask you to deduce, speculate, and examine based on evidence directly stated in the text.
- In order to successfully answer inference questions, you must make sure you understand the question.
- Look for context to help if the lines/words mentioned in the question aren't enough.
Making an inference involves using what you know to make a guess about what you don't know or reading between the lines. Readers who make inferences use the clues in the text along with their own experiences to help them figure out what is not directly said, making the text personal and memorable.
How can we improve reading skills? ›- Have them read aloud. ...
- Provide books at the right level. ...
- Reread to build fluency. ...
- Talk to the teacher. ...
- Supplement their class reading. ...
- Talk about what they're reading.
In teacher-speak, inference questions are the types of questions that involve reading between the lines. Students are required to make an educated guess, as the answer will not be stated explicitly. Students must use clues from the text and their own experiences to draw a logical conclusion.
What is a strong example of inference? ›Let's say I arrived at school but couldn't find my lesson plan. I knew I was reading it over breakfast, so I make the assumption that I left it on the kitchen table. This is an inference.
What are the 5 easy steps to make an inference? ›
- Step 1: Identify an Inference Question.
- Step 2: Trust the Passage.
- Step 3: Hunt for Clues.
- Step 4: Narrow Down the Choices.
- Step 5: Practice.
Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills are needed across the content areas, including reading, science, and social studies.
What is the difference between inferring and inferencing? ›I would urge teachers to use the noun 'inference' instead of 'inferencing' and to never use inferencing as a verb or an adjective. Infer is the verb, inferring is the present participle, inferred is the past tense / past participle. Ii inferable, or more commonly, inferential is the adjective.
What is inferencing social skills? ›Making social inferences means understanding information that is inferred or not directly stated. It involves observing a situation, then using clues with background knowledge to figure out what has happened or what is happening. The ability to make social inferences is an essential social skill.
What area of language is inferencing? ›Inferencing: Inferencing refers to a higher level of thinking and reasoning, similar to critical thinking skills.
What 2 things do you need to make an inference? ›There are two necessary things you need when making an Inference, that is details or information from the text, and your prior knowledge or experience.
What are the types of inference? ›Inferences can be deductive, inductive, or abductive. Deductive inferences are the strongest because they can guarantee the truth of their conclusions. Inductive inferences are the most widely used, but they do not guarantee the truth and instead deliver conclusions that are probably true.
What are the 4 types of questions in the inference strategy? ›- TYPES OF QUESTIONS.
- • Factual Questions.
- • Think and Seek Questions.
- • Big Picture Questions.
- • Predicting Questions.
- • Clarifying Questions.
Examples of Inferential questions
Read the given facts/passage and answer the question that follows: 1. People are always less happy to accept scientific data they feel contradicts their preconceived beliefs. No surprise here; no human likes to be wrong.
Examples of Inferential Questions
Examples include: "How did you arrive at that conclusion?" and "Why does salt cause ice to melt?" Asking how and why questions helps you weigh the merits of the answers.
How do you practice making inferences? ›
Practice making inferences through riddles, and challenge students by asking how many clues they would like to solve a particular riddle (e.g. I would like three clues). After presenting the designated number of clues, see if the student can solve the riddle.
Why is making inferences important in reading? ›Through inferring, students are able to better understand an author's meaning, process more complex character development, and compare themes. The ability to make inferences about what we are reading is a foundational skill that is required for readers to move past the basic comprehension of a text.
When making an inference the most important thing is? ›When making an inference, the most important thing is... Being able to prove your inference using evidence from the text.
How do you help a learner with reading difficulties? ›- Personalize their learning path. ...
- Offer the right level of scaffolding at the right time. ...
- Provide systematic and cumulative instruction. ...
- Engage in multisensory activities. ...
- Supply at-home resources for parents. ...
- Motivate and reward success.
Teachers promote the development of reading skills by providing direct and explicit reading instruction that builds student mastery through scaffolded instruction and incorporates universal design for learning principles.
How can students improve reading and writing skills? ›- Annotate and highlight text. ...
- Personalize the content. ...
- Practice problem solving skills. ...
- Incorporate more senses. ...
- Understand common themes. ...
- Set reading goals. ...
- Read in portions. ...
- Let students guide their reading.
- You are too timid in drawing your inferences. ...
- He certainly was not the only one to make that logical inference. ...
- The jury was instructed to draw adverse inferences. ...
- The obvious inference was that he was having trouble adjusting to his new equipment.
- Step 1: Identify an Inference Question.
- Step 2: Trust the Passage.
- Step 3: Hunt for Clues.
- Step 4: Narrow Down the Choices.
- Step 5: Practice.
Through inferring, students are able to better understand an author's meaning, process more complex character development, and compare themes. The ability to make inferences about what we are reading is a foundational skill that is required for readers to move past the basic comprehension of a text.
What is the meaning of inferencing? ›An inference is an idea or conclusion that's drawn from evidence and reasoning. An inference is an educated guess. We learn about some things by experiencing them first-hand, but we gain other knowledge by inference — the process of inferring things based on what is already known.
What is making an inference? ›
Making an inference involves using what you know to make a guess about what you don't know or reading between the lines. Readers who make inferences use the clues in the text along with their own experiences to help them figure out what is not directly said, making the text personal and memorable.
How can I improve my inference skills? ›- Build Knowledge. Build your students' inferential thinking by developing prior knowledge. ...
- Model Your Thinking. ...
- Teach Specific Inferences. ...
- Set Important Purposes for Reading. ...
- Plan A Heavy Diet of Inferential Questions.
- TYPES OF QUESTIONS.
- • Factual Questions.
- • Think and Seek Questions.
- • Big Picture Questions.
- • Predicting Questions.
- • Clarifying Questions.
Examples of Inferential questions
Read the given facts/passage and answer the question that follows: 1. People are always less happy to accept scientific data they feel contradicts their preconceived beliefs. No surprise here; no human likes to be wrong.
Skills Required to Make Inferences
Have background knowledge of the words and concepts in the text. Attend to relevant information. Hold information from earlier parts of the text in memory to be connected with related information that appears later in the text. Monitor for inconsistencies in information.
thinking aloud their thoughts as they read to pupils; asking and answering the questions that show how they monitor their own comprehension; making explicit their own thinking processes.
How does learning the skill of inference help you with your studies? ›Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills are needed across the content areas, including reading, science, and social studies.
What is an example of an inference sentence? ›John hears a smoke alarm next door and smells burnt bacon. John can infer that his neighbor burnt her breakfast. Jennifer hears her mailbox close and her dog is barking. Jennifer can infer that the postal carrier has delivered her mail.
Why is inference important in critical thinking? ›Making inferences is a strategy that involves using evidence and reasoning to arrive at a conclusion. This critical thinking skill uses prior knowledge and experience to connect unknown facts with known information. Examining inferences can help you comprehend situations and understand them in their entirety.
What are inferences in a sentence? ›How to use Inference in a sentence. The inference was insulting. The teacher asked the students to draw an inference based on the clues given in the storybook. The pre-existence of souls is another inference from the immutability of God.
How do you make an inference example? ›
Inference is using observation and background to reach a logical conclusion. You probably practice inference every day. For example, if you see someone eating a new food and he or she makes a face, then you infer he does not like it. Or if someone slams a door, you can infer that she is upset about something.
How do you explain inference to students? ›But what's a simple definition of inference? Basically, it's figuring out things based on clues + our experience or prior knowledge. You and your students infer just about everyday in and outside of the classroom. The challenge is helping students transfer that everyday skill into reading text.
How do you practice making inferences? ›Practice making inferences through riddles, and challenge students by asking how many clues they would like to solve a particular riddle (e.g. I would like three clues). After presenting the designated number of clues, see if the student can solve the riddle.