Moving From Explicit to Implicit: A Case Study of Improving Inferential Comprehension

Yi Fen Yeh*, Erin M. McTigue, R. Malatesha Joshi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


The article describes a successful intervention program in developing inferential comprehension in a sixth grader. Steve (pseudonym) was proficient in word reading, was able to detect explicit information while reading, but struggled with linking textual information to yield integral ideas. After 10 weeks of working with Steve on word analogies, reading/composing riddles, "solving" short mystery stories, and modeling think-alouds, there was a substantial progress of Steve's logical reasoning, meta-cognitive thinking, and inferential reading skills. Practical information for teachers regarding selection of assessment instruments, assessment interpretation, as well as instructional recommendations for students demonstrating difficulty with inferential comprehension is also provided.

Original languageEnglish
Pages (from-to)125-142
Number of pages18
JournalLiteracy Research and Instruction
Issue number2
Publication statusPublished - 2012 Apr


  • adolescent literacy
  • assessment
  • comprehension
  • struggling readers

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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