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Inferring:

Inferring:. Exploring the in Reading. Shadows. 2004 Judy Wallis, Ed.D. Spring Branch ISD. Some definitions . . . The American Heritage Dictionary , 1992. Shadow (verb) . . . to cast a shadow to represent vaguely, mysteriously, or prophetically to darken in a painting to shade in.

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Inferring:

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  1. Inferring: Exploring the in Reading Shadows 2004 Judy Wallis, Ed.D. Spring Branch ISD

  2. Some definitions . . .The American Heritage Dictionary, 1992 Shadow (verb) . . . • to cast a shadow • to represent vaguely, mysteriously, or prophetically • to darken in a painting • to shade in p. 1655

  3. To Infer . . . readers consider the part in the context of and in relationship to the whole. Readers’ Perspective whole whole whole whole whole whole t e x t part part part part part part

  4. The Facets of Reading Reader Context Author / Text

  5. Shadow Play:The Role of Inference Author/Text + Reader Increasing complexity

  6. Sources for inferring . . . From the text: • -explicit information • -features of text • -text structure From the author: • -reputation: • -other texts: • -style: From my head: • -topic / story knowledge: • -text structure: • -life experiences: • -use of language:

  7. Examples of Inferences Purpose/effect of literary device Character’s feeling Mood / Tone Cause-effect relationships Significance of setting Predictions Why the author uses a particular text structure or organization Word meaning (context clues) Conclusion

  8. Inferring . . . • is a process that allows a reader to create personal and implied meanings from text. • Inferences are constructed from two sources: • prior knowledge (schema – text, world knowledge developmentally-based conceptual knowledge) • what is read in the text

  9. A reader's unique interpretation is often dependent upon the depth and breadth of existing schema. The challenge of teaching students to make inferences is the many; types of inferences the good reader makes when processing text. Variables to consider . . .

  10. Good readers make inferences about all of the following: • Pronoun referents • Meanings of unknown vocabulary • Connotations in text • Explanations for events described in texts • Examples of concepts explained in text • Elaborations of ideas based on knowledge of the text/author/subject area • How a text relates to personal opinions and theories • Author’s purpose • Author’s assumptions about the world • Author’s sources and strategies in writing the text • Text characters’ intentions and characteristics • Nature of the world in which the writing (and reading) takes place (context) • Conclusions suggested by the text

  11. The Nuance of Genre and Text Structure • Expository and narrative structures create different challenges for readers. • Comprehension depends on readers’ abilities to use the cues within different text structures.

  12. The Nuance of Mood and Tone • Mood is the feeling or atmosphere the author creates. • Tone reveals the way an author feels about his or her subject, work, and readers. . . . Tone is revealed through the words the author selects.

  13. The Nuance of Elements of Style and Literary Elements Concrete Details Figurative Language Word Choice Allusions Organization Syntax Point of View Style Dialogue Images Irony Hyperbole Understatement Repetition

  14. Interplay of Cognition, Genre / Text Structure, and Literary Knowledge Literary Knowledge Reader’s Understanding Cognitive Strategies Genre/Text Structure

  15. “Inference is . . . . . . part rational, part mystical, part definable, and part beyond definition. Individuals’ life experiences, logic, wisdom, creativity and thoughtfulness set against the text they are reading, form the crux of a new meaning.” Ellin Keene, Mosaic of Thought

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