Young Children’s (K-3) Inferencing: A Systematic Literature Review from 2000-2023

• In Event: Comprehension and Inferencing

Abstract

Our systematic review examines 21 studies (2000–2023) on K-3 children’s inferencing, focusing on its role in comprehension, cognitive processes, and interventions. Findings suggest educators should (1) incorporate inference in early literacy instruction, (2) address children’s ability to make inferences holistically with other aspects of literacy, (3) consider how types of inferences might be taught along a developmental progression, (4) provide direct inference instruction and targeted feedback, and (5) provide longer duration interventions.

Authors

• Poonam Arya, Wayne State University

• Tanya Christ, East Carolina University