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

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.