Learn strategies for teaching inferencing that demystify the process and make it accessible and memorable for all learners.
When I first ask my students to make an inference, I get a sea of blank stares… usually followed by a brave, “What’s an inference again?”
Inferencing is an abstract concept that requires students to read between the lines. Being able to make logical inferences is one of the keys to reading comprehension, yet many students struggle with this skill.
So what does it mean to make an inference? Here is an example:
Lena slammed her locker shut and stomped down the hallway, her face red. She didn’t even glance at her friends who were waving to her.
Now, the author never says how Lena feels. But what can we infer?
- She is probably angry or upset (based on slamming the locker, stomping, and a red face).
- She might be mad at her friends or not in the mood to talk (since she ignores them).
- Something must have just happened to trigger this reaction—maybe an argument or bad news.
None of that is directly stated, but we can infer it from the clues. This kind of thinking helps readers understand what is happening beyond a surface level. In short, making inferences turns readers into detectives, picking up on subtle hints and drawing conclusions that make the story or information come alive.
How does teaching inferencing improve reading comprehension?
It is essential for readers to understand what is implied in a text when the author does not explicitly state everything. Here are some ways teaching inferencing boosts comprehension:
- It helps readers determine what is happening based on clues in the text and their own knowledge.
- It deepens understanding so readers can grasp characters’ feelings and motivations, as well as the meanings behind events.
- It helps readers link details across a text so they can follow the themes and central ideas.
- It pushes readers to think actively while reading so they understand beyond a surface level.
Let’s look at some effective strategies for teaching students to make inferences.
What are some strategies for teaching inferencing?
Inferencing is a complex skill that many won’t develop on their own. Without guidance, students may miss important details or fail to comprehend what they read fully. By modeling the process and giving students structured practice, we help them build critical thinking skills and become more thoughtful, engaged readers across all subjects.
Strategy #1: Use Images First
When introducing or reviewing how to make inferences, start with images since they provide visual clues that are easier to interpret than text. They remove the barrier of reading, allowing students to focus entirely on the thinking process behind inferring. This approach helps all learners, especially those who struggle with decoding words, to practice drawing conclusions based on evidence.
Since we naturally make inferences from body language and situations in real life, using images mirrors that everyday thinking. Plus, it makes the activity more engaging and accessible, creating a strong foundation before moving on to written texts. Start with wordless picture books, cartoons, or photos, and ask questions such as, “What’s happening here? How do you know?”
Some wordless picture books that work well for intermediate and middle school students are Flotsam by David Wiesner, The Arrival by Shaun Tan, and the Journey trilogy by Aaron Becker. A personal favorite is The Mysteries of Harris Burdick by Chris Van Allsburg.
Strategy #2: Start Simple and Build Complexity
Start simple and build complexity with texts when teaching inferencing because it helps students develop confidence and master the skill step by step. Beginning with short, straightforward texts or passages allows students to focus on finding clues and making logical inferences without feeling overwhelmed by too much information.
As students gain confidence and practice, gradually introducing more complex texts helps stretch their thinking and deepen their comprehension. This gradual release of difficulty ensures students build a strong foundation before tackling more challenging material, making learning more effective and less frustrating.
Begin with short, literal texts, then gradually move to texts with ambiguity, multiple interpretations, or figurative language. Incorporate poetry, fables, and historical fiction as students improve.
Check out my Inferencing with Literature resource for grades 6-8 on Teachers Pay Teachers. The free handout below is from this resource.
Strategy #3: Model Think-Aloud with Texts
Using a think-aloud with text is essential when teaching inferencing because it models the thought process in a clear, step-by-step way. When teachers pause to share what they’re thinking—like noticing a clue, connecting it to background knowledge, and drawing a conclusion—it shows students how to move from “clue” to “inference.”
Modeling your thought process out loud makes this abstract skill more concrete and easier to understand. It also helps students see that strong readers don’t just read the words—they actively question, wonder, and interpret as they go. Over time, students begin to internalize this process and apply it independently.
As an example for how to model your thought process during read-alouds, you can say, “Hmm, the author didn’t say she’s nervous, but her hands are shaking… I infer she’s scared.”
Strategy #4: Provide Sentence Stems
Using sentence stems helps students explain their inferences by giving them a clear structure for organizing their thoughts. Inference can be tricky because it requires both thinking deeply and expressing that thinking clearly. Sentence stems like “I can infer that…” or “This makes me think…” guide students in putting their ideas into complete sentences, which builds confidence and improves communication.
Sentence stems also encourage students to include evidence from the text, reinforcing the habit of supporting inferences with clues. Over time, this scaffolding helps students become more independent and thoughtful readers.
Provide structured sentence starters like:
- “I think ___ because the text says ___ and I know ___.”
- “The author didn’t say ___, but I can infer it because ___.”
These strategies for teaching inferencing demystify the process and make it accessible and memorable for all learners. Try them and help set a solid foundation for your students’ growth as independent readers.
Consider reading What Reading Comprehension Strategies Do Good Readers Use? for more information about specific strategies.
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