Contents

Inference Training – An Introduction Some Factors Contributing to Poor Reading Comprehension What Inference Training Can Do About Inference Training The Structure of Each Session Step 1 – Prior Knowledge Step 2 – a) Word Definitions b) Elaboration Step 3 – Ask a Question Step 4 – Hidden Sentence Step 5 – Get Visual Step 6 – Summarise & Predict Example of a Summary Grid Tips for Selecting Texts to use during Inference Training Tips for Alternative Visualisation Strategies Assessment of Pupils Tips for Developing Inference Training with EAL Pupils Appendix 1 – The Research Outcomes in Leicester Appendix 2 – Case Studies of Individual Children Involved in the Trial Appendix 3 – Visualisation Proforma Appendix 4 – Text Frame Appendix 5 – Measuring Progress in Inference Training Appendix 6 – Pupil Self Checking Sheet Texts for Inference Training (listed separately on next page) Inference Training Resource Acknowledgements Supplements

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Inference Texts

Inference Text – Little Red Riding Hood, Leicester LEA Inference Text - I love you Blue Kangaroo 1, Emma Chichester Clark Inference Text - I love you Blue Kangaroo 2, Emma Chichester Clark Inference Text - Zia the Orchestra, Janet Burchett & Sara Vogler Inference Text - The Little Boat, Kathy Henderson Inference Text - Billy’s Tower, Leicester LEA Inference Text - Poorly Tom, Leicester LEA Inference Text - Henry and Mudge, Cynthia Rylant & Sucie Stevenson Inference Text - Dear Greenpeace, Simon James Inference Text - What made Tiddalik Laugh, Joanna Troughton Inference Text - Tall Inside, Jean Richardson Inference Text – Nothing 1, Mick Inkpen Inference Text - Nothing 2, Mick Inkpen Inference Text - George Speaks, Dick King-Smith Inference Text - The BFG, Roald Dahl Inference Text - The Legend of Spud Murphy, Eoin Colfer Inference Text - The Hodgeheg, Dick King-Smith Inference Text - Jo and the Package, Leicester LEA Inference Text - The Twelfth Floor Kid, Ruth Symes Inference Text - The Oakhollow Mystery 1,Tessa Krailing Inference Text - The Oakhollow Mystery 2, Tessa Krailing Inference Text - Rescued by a Dog called Flow, Pippa Goodhart Inference Text – Piggybook 1, Anthony Browne Inference Text - Danny’s Secret Fox, Susan Gates Inference Text - The Tunnel, Leicester LEA Inference Text - Danny, The Champion of the World, Roald Dahl Inference Text - Walk Two Moons, Sharon Creech Inference Text - Mrs Singh, Leicester LEA Inference Text – Piggybook 2, Anthony Browne Inference Text – Short; In The Back Seat 1, Kevin Crossley-Holland Inference Text – The Tower to the Sun, Colin Thompson Inference Text – Short; In The Back Seat 2, Kevin Crossley-Holland Inference Text – James and the Giant Peach, Roald Dahl Inference Text – The Space Stowaway, Malorie Blackman Inference Text – The Last Quarryman 1, Eric Johns Inference Text – The Last Quarryman 2, Eric Johns Inference Text – An Enemy at Green Know, Lucy M. Boston Inference Text – Coming to England, Floella Benjamin Inference Text – Doberman, Leicester LEA Inference Text – Short; Boo!, Kevin Crossley-Holland Inference Text – The Kelpie’s Pearls, Molly Hunter Inference Text – The Hundred-Mile-an–Hour Dog, Jeremy Strong Inference Text – The Witches 1, Roald Dahl Inference Text – The Witches 2, Roald Dahl Inference Text – The Witches 3, Roald Dahl Inference Text – The Iron Man, Ted Hughes Inference Text – Room 13, Robert Swindells

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Inference Training

An Introduction

Inference Awareness Training is an intervention programme researched by Yuill and Oakhill (1988). This is designed for children who are able to decode text but whose comprehension levels lag behind their decoding ability. Yuill and Oakhill researched good and poor comprehenders with similar decoding skills. They identified that the poor comprehenders had difficulties with integrating ideas, language and meaning as they were reading and did not seem to be aware of comprehension difficulties. Successes in the research group led to new enjoyment in reading and increased motivation. The trial in Leicester City In Leicester City, we have taken the structure and format of Inference Training, modifying it in part, and have trialled it in a group of six schools. This has been based on the use of Inference training as a wave 2 “catch-up” programme rather than a wave 3 programme. This does not preclude its value as a wave 3 programme as some children identified with SEN were included in some of the pilot groups.

• Each school invited to take part sent a teacher and teaching assistant to a training day where each aspect of the intervention was explored in depth

• The children were tested using the Neale Analysis of Reading Ability (II) before and after the intervention period

• The intervention was carried out over a period of between 5 and 8 weeks, usually based on 2 sessions per week.

• Each session was carried out with between 4 and 6 children in a group by either a teacher or a teaching assistant and lasted approximately 40 minutes per session.

• Each school received a follow-up visit, discussion and observation from the consultant leading the pilot

• Both teacher and teaching assistant attended a follow-up day to identify strengths and issues and draw together the statistical and qualitative information.

• Between 5 and 12 Y5/6 children in each school were identified to be included into Inference Training groups. In total, 52 pupils were included in the pilot.

The results The results of the trial demonstrate significant improvements in children’s comprehension, with most children making good (double expected progress) to excellent progress (more than 12 months progress during the 2 month period). The average increase in reading age for the pupils was 10.8 months based on a sample of Y5 children. Although Inference Training is not intended as an intervention that will develop decoding, the average increase in reading accuracy over the period of the intervention was 9.7 months. For research, evaluation and case studies of individual children involved in the pilot please see appendix 1.

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EAL issues

Vocabulary

Poor backgroundknowledge

Decoding

issues

Recognising

the key words

Linking information

together

Difficulties inferring meaning from text

Poor knowledge

of story structure

Some Factors Contributing to Poor Reading Comprehension:

What Inference Training Can Do This intervention supports children to develop necessary skills to understand text fully. It works through:

• developing children’s understanding of the meanings inferred through the choice of vocabulary;

• making explicit the need for, and helping to develop the way children draw on background knowledge;

• developing understanding of the importance of linking information in a short text in order to improve understanding.

4

About Inference Training For:

Groups of children identified with stronger decoding skills than comprehension skills in reading. Between 4 and 6 children in a group.

Duration:

6 to 8 weeks 2 to 3 sessions per week Approximately 40 minutes per session (longer when starting Inference Training and length can vary according to the text used.)

Carried out by:

TA who has attended training with teacher support for planning and preparation Teacher who has attended training

Session structure: (See following pages for description of each part of the session)

Prior knowledge activation Word definition Word elaboration Ask a question Hidden sentence Let’s visualise Summarise

Resources necessary:

Short piece of age-appropriate text which is at a reading level that the group can access Selection of words, each written on a separate piece of paper, that the children understand Paper on which to carry out visualisation exercise Picture or object relating to the subject matter of the text to support initial discussion if necessary

This folder provides a set of texts, which you may wish to use for each session with suggested prompts for each section of the session. (See appendix 7)

5

The Structure of Each Session

START

Adult asks pupils in pairs to share their knowledge about the subject of the text they are about to read. This helps children to develop background knowledge prior to reading. The adult may pick out particular aspects of the subject for pupils to discuss. E.g. If the short text is about a child’s sandcastle being destroyed during a holiday by the sea. Prompt to ensure children use background knowledge: Can you talk about a time when you went to the seaside? For some children it may be important to provide a picture or object to stimulate discussion.

6

54 3

21

Prior Knowledge

a) Word Definitionsb) Elaboration

Ask a QuestionHidden Sentence

Get Visual

Summarise and Predict

Step 1 Prior Knowledge

6

Step 1Prior Knowledge

1

3

6

4

25

Prior KnowledgeLets Summariseand Predict

Ask a QuestionHidden Sentence

a) Word Definitionsb) ElaborationGet Visual

A copy of a short piece of text is given to each pupil (Please see appendix 1 for text examples) a) Word Definitions The text is read together, at least twice.

E.g. Billy was howling because his whole day was spoilt. All of his work had been broken by the wave. His mum came over to help but she accidentally stepped on the only tower that was left. “Never mind,” she said, “let’s go back for tea. You can build some more towers tomorrow”. (Acknowledgement Yuill and Oakhill)

The adult asks pupils to ring some words in the text that they would like someone in the group to explain. Each pupil asks about one word, volunteers try to explain the meaning. (Ensure words that you think might be problematic are included … add these if necessary) b) Elaboration This part is a critical step in the process. The adult gives each pupil a key word from the text on a piece of card. Pupils have individual thinking time to unpick the word using clues from the text (a doodle pad may be useful). Pupils are asked to elaborate on that word in the context of the passage. What could these words tell us about what is happening or what could be happening? Pupils show the word and share.

E.g.

Step 2 a) Word Definitions b) Elaboration

tower … Billy’s been making tall sandcastles ... all day … probably with a bucket and spade. Good onestake ages to do. I bet he enjoyed himself.

howling … Billy must be a young kid … my brother howls … he’s 3. Billy must be really cross that things are going wrong. I think he’s really disappointed. Maybe he’s crosswith his Mum. tomorrow … that means they

are going back to the beach again so they must be on holiday. Mum thinks Billy’s got another chance.

wave howling tower tomorrow (build some more)

wave … they are by the sea .. it’s that sort of wave .. the sea must be coming in … it’s wrecked most of Billy’s towers except one.

7

Step 2a) Word Definitionsb) Elaboration

Pupils have to make up questions for others to answer.

E.g. Billy was howling because his whole day was spoilt. All of his work had been broken by the wave. His mum came over to help but she accidentally stepped on the only tower that was left. “Never mind,” she said, “let’s go back for tea. You can build some more towers tomorrow”.

Encourage questions, which involve “reading between the lines”. Make sure you have some questions to use as prompts if the pupils just ask literal questions. Don’t insist that the children answer all the questions – it is the questioning itself that is most important.

Why had Billy’s day been

spoilt?

Where did this happen?

What sort of wave is the story

talking about?

Why did Mum step on

the tower?

What ruinedBilly’s last

tower?

What ruined hisother towers?

Step 3 Ask a Question

8

Step 3Ask a Question

Pupils re-read the texts but an extra piece is now examined. This contains part sentences (or a whole sentence), which is obscured. Pupils make predictions about the sentence part that is missing.

E.g. Billy was howling because his whole day was spoilt. All of his work had been broken by the wave. His mum came over to help but she accidentally stepped on the only tower that was left. “Never mind,” she said, “let’s go back for tea. You can build some more towers tomorrow”. Billy threw down his bucket and spade and sulked.

“Don’t want tomorrow. Want to

do it today!!”

“I want to build more towers NOW”

shouted Billy

Step 4 Hidden Sentence

9

Step 4Hidden Sentence

The adult asks pupils to record the main aspects of the text using a grid provided, with pictures/ keywords/ thought bubbles/doodles etc. Pupils try to show “inferential” as well as literal aspects of the text. To do this you may use a summary grid (page **) which • shows main events • is a drawn dialogue which emphasises what people say, do and think

(say) (think) • explains what is really happening … the subtext

(explain) • uses different colours, symbols, key words and doodles. (Pictures do not need

to look nice! They should contain hurriedly drawn stick people). • uses “picto words” for key vocabulary (write the word so it looks like what it

means).

During the pilot, some children found this difficult. Please see tips on page ** for additional suggestions that were tried to encourage children to develop these important skills.

Nevermind you can makesome more…

He’s very upset… I

hope I can distract him

Billy and mum at the seaside for the first time… Billy has been running about on the beach all day and is now very tired. Can mum save the day (having nearly ruined it)?

Step 5 Get Visual

10

Step 5Get Visual

Pupils take turns to use their grids to summarise the key parts of the text. This can be done taking turns “in relay”. After this the group share ideas to predict what might happen next.

Step 6 Summarise & Predict

For a blank grid see appendix 3

11

Step 6Summarise & Predict

12

Tips for Selecting Texts to use during Inference Training

• Use short pieces of text, preferably extracts from books that children will have or be able

to have knowledge of later. • Avoid too much speech.

• Use texts sometimes that will be read in the classroom, providing children with ‘expert

status’ for part of the text. • Ensure texts have references to things that have already happened or will happen, even

if only inferred - veiled reference. • Ensure passage sometimes contains words with more than one meaning, i.e. poorly.

• Choose text by chronological age, then by reading age (ensuring reading age is not too

difficult).

Tips for Alternative Visualisation Strategies

Some children have found this aspect difficult or have enjoyed some variation in this. The pilot demonstrated, however, that this aspect is significant in ensuring that children make very good progress in developing comprehension. Here are some additional ideas to try as this aspect is critical to the success of the intervention. § Encourage children to draw each part of the story on

separate small squares of paper as this leads them to use as many different pictures as they need.

§ Draw one picture, which contains all the detail, especially

when the text is focused on a character. § Model how to use the visualisation grid or similar

structure. § Provide whiteboards and pens for the most reluctant

artists. § Try using visual mind maps instead of the grid approach.

§ Give each child part of the story to draw, putting them altogether to complete the story

at the end.

13

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Assessment of Pupils

Teachers and TAs should consider:

• carrying out an initial and final age-related assessments of children involved in the intervention in order to establish a baseline and in order to evaluate the impact of the intervention;

• using pupil self assessment to

encourage children to talk about their developing skills and strategies (appendix 6);

• monitoring the progress each child makes during the sessions, noting particular strengths or areas for concern to follow up in subsequent sessions (appendix 5).

Tips for Developing Inference Training with EAL Pupils Inference training is extremely useful in raising the attainment of EAL children’s reading comprehension. The following are points to consider and suggestions for activities to support EAL children further. • Keep the cognitive challenge of the text high. • Use the session to pre-teach children aspects of a text that will be used at a later

time with larger groups. • Use key visuals in the prior knowledge section, e.g. picture of setting or object

relevant to the text. • Pay attention to the word definition/ word elaboration section as this is particularly

important with EAL children. Idiomatic expressions should be explained and discussed with children, i.e. raining cats and dogs.

• Draw attention to the pronouns and the character to which they refer (pronoun

referencing) e.g. highlight character and pronouns referring to them in a specific colour or drawing lines between them.

• Take opportunities for rephrasing and rewording children’s language, i.e.

modelling of correct language used in the summarising section. • Use a range of texts, some culturally relevant but also texts that are outside the

child’s direct experience.

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Appendices

Appendix 1 Research report Appendix 2 Case studies from pilot Appendix 3 Visualisation proforma Appendix 4 Text frame Appendix 5 Pupil self checking grid Appendix 6 Assessment proforma Appendix 7 Text examples for each session

15

Inference Training – The Research Outcomes in Leicester

Context Within Leicester City, the use of QCA optional tests and end of key stage results have revealed that there is a comparative weakness in children’s comprehension and specifically their skills to make inferences and deduce information from text. Inference Training The inference training pack was developed by members of Leicester City Children and Young People’s Service based on research by Nicola Yuill and Jane Oakhill (Applied Cognitive Psychology, Vol.2, 33 – 45, 1998). It was developed as a Wave 2 / 3 intervention depending on the age and needs of the children. This pack outlines the structure of Inference Training and contains examples of texts to support teaching. Inference training is structured into the following six steps:

1. Prior Knowledge 2. a. Word Definitions

b. Word Elaboration 3. Ask a Question 4. Hidden Sentence 5. Get Visual 6. Let’s Summarise and Predict.

Schools in the Project Six schools participated in the pilot during the spring term, 2006. The schools had all identified inference and deduction as an area for targeted intervention in year 5 and year 6. All schools undertook the intervention with Year 5, some chose, in addition to run a Year 6 group. These have been included as an additional indication of impact. However, it is worth noting that during this period many year 6 classes receive other significant interventions (e.g. booster work) in preparation for end of Key Stage 2 tests. Evidence for this can be found in the comparison with the Year 6 control group who also made significant progress. At the outset of the project teachers and teaching assistants were invited to attend a full day’s training on the Inference Training pack. Where the TA worked with children from a class where the teacher had also attended training, there was a more significant impact on children’s comprehension results, sometimes substantially greater. Two schools were not able to send both teacher and teaching assistant from the classes involved in the pilot (schools S and P). In these instances the teaching assistant attended alone or was accompanied by a different teacher in the school. In school S, the TA found sessions were reduced in time, as teachers did not feel the same high levels of involvement or commitment as those who had been trained, rarely getting through all aspects of the intervention session. The impact on improving comprehension levels was not as noticeable as in the other schools.

Appendix 1

16

Children involved were tested using the Neale Analysis prior to beginning the intervention and again at the end. Both their reading comprehension and accuracy levels were collected. The test was then repeated at the end of the intervention. Each school was asked to run the Neale Analysis with a control group of children at the same time. Only three of the six schools recorded these results. Schools were asked to run the intervention over a six-week period, running 2 – 3 sessions per week. Not all schools were able to run all of these sessions (see individual school data for number of sessions). The sessions were delivered either by teachers and TAs or by TAs. Teachers were asked to identify EAL children. Most teachers identified children who were in the earlier stages of learning English. There may be a number of other children involved in the pilot who could be classified as advanced bilingual learners.

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Dat

a –

Ind

ivid

ual

Sch

oo

ls

School

Year group

Number of pupils

Number of boys

Number of girls

Number of EAL

Number of SEN

Number of weeks intervention ran

Number of sessions held

Average number of sessions attended

Average comp. difference

Range, comp

Average accuracy difference

Range, accuracy

Number making above expected progress (comp)

Number making 4+ months progress (comp)

Number making 8+ months progress (comp)

Number making 12+ months progress (comp)

Session run by

H

5 6

4 2

3 3

8 16

?

19.6 months

2 to 40 months

13.5 months

5 to 20 months

5 5

5 5

T

H

6 6

4 2

3 1

8 16

?

15.2 months

0 to 26 months

7.6 months

-3 to 16 months

5 5

5 4

T

P

5 5

4 1

0 3

6 18

10.4 months

0 – 30 months

7.8 months

2 – 17 months

4 4

2 1

TA

M

5 3

1 2

1 1

5 10

8.

6 10.6 months

+5 to 19

12 months

-2 to + 25

3 3

2 1

T

M

6 5

2 3

1

5 10

8.

8

8 months

-1 to +19

11.6 months

+6 to + 23

4 4

2 1

T

18

School

Year group

Number of pupils

Number of boys

Number of girls

Number of EAL

Number of SEN

Number of weeks intervention ran

Number of sessions held

Average number of sessions attended

Average comp. difference

Range, comp

Average accuracy difference

Range, accuracy

Number making above expected progress (comp)

Number making 4+ months progress

(comp)

Number making 8+ months progress

(comp)

Number making 12+ months progress

(comp)

Session run by

S

5 7

3 4

5 1

7 14

11

2.7 months

-1 to +9 months

6.9 months

-1 to +18 months

3 2

1 0

TA

T

5 8

3 5

0 3

6 6

5.6

14 months

3 to 22 months

8

6 6

5 T

A

W

5 7

4 3

3 1

6 12

11

.8

7.6 months

2 to 13 months

8.4

-1 to 33

7 6

3 1

T /

TA

W

6 5

2 3

2 1

Beh

6

12

11.6

33.2 months

6 to 60 months

9.8

-12 to 25 months

5 5

4 3

T /

TA

19

O

vera

ll sc

ho

ols

pilo

t g

rou

p

C

on

tro

l gro

up

Ave

rage

com

preh

ensi

on d

iffer

ence

for

all

grou

ps (

Y5

and

Y6)

13.5

mon

ths

5.6

Ave

rage

com

preh

ensi

on d

iffer

ence

for

Y5

grou

ps

10.8

mon

ths

4.1

Ave

rage

acc

urac

y di

ffer

ence

for

all

grou

ps

9.7

mon

ths

NA

Ave

rage

acc

urac

y di

ffer

ence

for

Y5

grou

ps

9.7

mon

ths

NA

Ran

ge a

t end

of

inte

rven

tion

– co

mpr

ehen

sion

(Y

5 an

d Y

6)

-1 to

+60

-1

0 to

+27

Ran

ge a

t end

of

inte

rven

tion

– co

mpr

ehen

sion

(Y

5)

-1 to

+40

-1

0 to

+27

Acc

urac

y (Y

5 an

d Y

6)

-12

to +

25

NA

Acc

urac

y (Y

5)

-2 to

+ 2

3 N

A

Num

ber

of p

upils

57 (

tota

l) 41

(Y

5)

18 (

tota

l) 13

(Y

5)

20

Evaluation of Data Data demonstrates that the average reading comprehension age improvement for Y5 pupils undertaking the inference training was 10.8 months over a period of 2 months. For both Y5 and 6 pupils the average progress was 13.5 years. This compares to the control group improvement of 4.1 months (5.6 months for Y5 and 6). This difference more than doubles the expected rate of progress, a marker used to identify successful Wave 2 and 3 interventions. The rate of progress varied within groups of pupils. Whilst some pupils made negative progress most children made rapid to very rapid progress. This can be seen in the table below. 4+ months progress 8+ months progress 12+ months progress Year 5 26/36 (72%) 19/36 (53%) 13/36 (36%) Years 5 and 6 40/52 (77%) 30/52 (58%) 21/52 (40%) Although the intervention is specifically aimed at improving inference and deduction comprehension skills, the increase in reading accuracy was also significant, an average improvement of 9.7 months. Evidence from individual school data demonstrates that this intervention was effective when used with EAL children (H, S and W). One school, where increases were significant, chose to run single sex groups (T). More research in these areas would be useful. Qualitative Responses Teachers and Teaching assistants were asked to complete a questionnaire about how they round the intervention process. All found the intervention easy to carry out, engaging to most children and the folder accessible to use.

“ Very accessible and easy to follow.” “As the children got used to the routine and felt more confident in carrying out tasks, the more they became engaged.”

Many teachers thought the texts could be more engaging and motivating for the children, some recognising the importance of using texts that the children had the opportunity to read more of. “We could use our own text that children are working on in the literacy hour” The questionnaire asked about the effectiveness of each section of the intervention. Participants felt that all areas worked well but Ask a Question and Summarise were the most effective and Missing Sentence the least. Teachers also reported back on the impact the intervention had on individual children and wrote a more detailed case study on one child. These revealed differences in the skills children demonstrated and their changing attitudes and confidence.

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Teachers commented on the importance of the visualisation in improving children’s understanding of the text:

“The detail and amount of thinking put into visualisations improved markedly during the sessions” “He liked the visualisation which helped him to think more about what was going on”

Many children showed increasing confidence during the intervention period, some of this impacting in the classroom.

“Recently she has had the confidence to start work immediately without looking round for teacher or peer reassurance”

“She now feels her opinions are valued and her confidence in her own ability has grown”

The intervention has also had a significant impact on the attitude towards reading of a number of children: “She has shown signs of thinking before answering” “F gradually became more confident and willing to give justified answers.

He was also more motivated and actually made specific trips to the library to get the book the latest passage had been from and would read the book”

“She said she was reading more books. Her parents were able to support this statement”

Conclusion This Inference Training intervention appears to provide a useful method to develop the inference and deduction skills of a significant number of children. It supports children in gaining confidence to deal with such concepts and provides them with methods and strategies to improve the success of their comprehension skills. It enables them to understand what it is that is being asked of them. Early indications in some schools appear to demonstrate that the improvement in comprehension skills is maintained after the end of the intervention.

“Working as part of a small group has given E the chance to feel valued at school. She was very cheerful and looked forward to the sessions – even when they were last thing on a Friday afternoon!” “Overall, the intervention seems to have made a significant difference to F academically, socially and emotionally.”

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Case Studies of Individual Children Involved in the Trial

Female Y5 pupil E lacks a good deal of confidence. Her friends are all achieving much more academically. E is on School Action level of the SEN register.

E was very uncertain at the start of the program. She hesitated to join in at first and asked constantly – “is this right?” As the program developed E realised that she could provide a valuable contribution to discussion. Within the group she had the best vocabulary and was often able to explain the meaning of words to others. Her visualisations became increasingly more detailed and she was able to explain her thoughts and actions with more confidence. Recently she has had the confidence to start work immediately without looking round for teacher or peer reassurance. During the final reading test I was amazed at her determination to succeed. She was able to make eye contact and answered questions clearly and with very little hesitation. She said that she was reading more books. Her parents were able to support this statement. Working as part of a small group carrying out Inference Training has given E the chance to feel valued at school. She was very cheerful and even looked forward to the sessions – even when they were last thing on Friday afternoon! Male, Y5 pupil J demonstrates average ability generally but may have the ability to achieve higher. He has a positive attitude to learning and is a polite, well-mannered child. He will sometimes contribute to class discussions and is always willing to try even if he doesn’t get answers correct. His ability in maths is better than in English. He speaks Gujarati at home and attends Gujarati lessons. He tends to have one main friend rather than being part of a large group although works effectively in pairs or groups with other children. When working in a group he will contribute to discussion once others have given their ideas and does not take a lead role. J was chosen to be part of the study because it was felt that his comprehension skills needed boosting. At initial testing his reading age was 6 months below his chronological age for accuracy and 16 months below for comprehension. Within the group J quickly improved in self-confidence to become the main spokesperson. He became more willing to speak first and to correct and support the other children in the group. He showed that he was able to link ideas and use inference skills to create hidden sentences and questions about the text. His visualisations showed a clear understanding of the texts as well as an ability to go beyond the text. He has transferred some of these skills to the classroom. After the intervention J’s reading age was 12 months above his chronological age for accuracy and 12 months below for comprehension. These are both significantly improved although he is still below his chronological age for comprehension. We will continue with the intervention for a limited period in order to develop this further.

Appendix 2

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Male / Year 6

F is a year 6 boy who joined the school half way through year 4. He has a

good friendship group but is often influenced by other children to act

inappropriately as he has little confidence in himself to ‘keep’ his friends

and worries about being alone.

F was identified as struggling towards the end of the Autumn Term when it

was found he was making little progress in his literacy from year 5

scores. It was also found that his general understanding of topics in

class was poor and he was unable to give reasoned answers when

questioned. It seemed as if he was unable to follow what had been said and

had not been able to pull out the key points.

During the progress of the intervention it was found that F gradually

became more confident and willing to give justified answers. He was also

more motivated and actually made specific trips to the library to get the

book the latest passage had been from and would read the book. He was

also practising the intervention activities at home. He realised that he

struggled with explaining the meaning of hidden sentence so was making up

his own. He also became more confident and stood his ground with other

children within the group.

Following the intervention, F’s accuracy and comprehension has rapidly

improved. His accuracy score went up by 1 year 4 months and his

comprehension score increased by 5 years!

Overall, the intervention seems to have made a significant difference to F

academically, socially and emotionally.

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VISUALISATION

thoughts and feelings

key

events speech

Appendix 3

25

Texts for Inference Training

Source: (your name / school)

From: (title / author)

Text extract:

Pupil reading age: Chronological age:

Teacher notes:

1. Prior knowledge

2. a. Word definition: Pupils circle words they don’t understand and others try to explain

/ T. adds to explanation.

b. Word elaboration (give each pupil a card and take turns to elaborate on the word).

3. Ask a question

Examples of questions pupils might ask

4. Hidden sentence

Possible pupil responses

5. Get visual

Ask pupils to record main aspects of the text using grid provided with pictures, key

words, thought bubbles / doodles etc. Pupils try to show “inferential” as well as literal

aspects of the text.

6. Let’s summarise

Pupils take turns to use their grids to summarise key parts of the text.

Appendix 4

26

Ste

p 2

a C

an e

xpla

in

wha

t tric

ky

wor

ds m

ean

to

othe

rs in

the

grou

p

Ste

p 2

b

Can

ela

bora

teon

wor

ds, e

.g.

Tom

– a

boy

pr

obab

ly, i

f he

was

old

er it

w

ould

be

Mr

Tom

Ste

p 6

C

an

sum

mar

ise

the

text

or

ally

and

/ or

thro

ugh

dram

a

Ste

p 5

C

an v

isua

lly

repr

esen

t th

e te

xt

incl

udin

g in

fere

nces

E

.g. u

sing

a

grid

, spe

ech

bubb

les,

di

agra

ms

Ste

p 4

C

an p

redi

ct

the

hidd

en

sent

ence

an

d ju

stify

th

eir

idea

s

Ste

p 3

C

an a

sk

rele

vant

qu

estio

ns

abou

t the

te

xt

Ste

p 1

C

an ta

lk

abou

t prio

r kn

owle

dge

and

rela

te it

toth

e te

xt

Nam

e

Mea

suri

ng

Pro

gre

ss in

Infe

ren

ce T

rain

ing

App

endi

x 5

27

Pupil Self Checking Sheet When I read I.. YES ? NO • try to think if something like this has happened to

me … or think what would this be like?

• try to spot key words (not all words are worth the

same)

• remember the sentences I’ve read before and link

them together so things makes sense

• know that I have to be a detective and look for

clues. It doesn’t always tell us everything

• read the words but also think about what’s

happening and why

• look out for things that don’t make sense … I

might need to read a sentence again to check

• know that words do not always mean what they

say e.g. it was raining cats and dogs

• watch out for little words like … she he they I him

her .. Little words can tell us a lot

• know I need to keep thinking about what might

happen next

Appendix 6

28

Infe

ren

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rain

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pre

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Psy

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, 33

- 45

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uk

6-7

125

Supplements

126