Contents - Rossett School

Contents
Inference Training – An Introduction
Some Factors Contributing to Poor Reading Comprehension
What Inference Training Can Do
About Inference Training
The Structure of Each Session
Step 1 – Prior Knowledge
Step 2 – a) Word Definitions
b) Elaboration
Step 3 – Ask a Question
Step 4 – Hidden Sentence
Step 5 – Get Visual
Step 6 – Summarise & Predict
Example of a Summary Grid
Tips for Selecting Texts to use during Inference Training
Tips for Alternative Visualisation Strategies
Assessment of Pupils
Tips for Developing Inference Training with EAL Pupils
Appendix 1 – The Research Outcomes in Leicester
Appendix 2 – Case Studies of Individual Children Involved in the Trial
Appendix 3 – Visualisation Proforma
Appendix 4 – Text Frame
Appendix 5 – Measuring Progress in Inference Training
Appendix 6 – Pupil Self Checking Sheet
Texts for Inference Training (listed separately on next page)
Inference Training Resource Acknowledgements
Supplements
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Inference Texts
Inference Text – Little Red Riding Hood, Leicester LEA
Inference Text - I love you Blue Kangaroo 1, Emma Chichester Clark
Inference Text - I love you Blue Kangaroo 2, Emma Chichester Clark
Inference Text - Zia the Orchestra, Janet Burchett & Sara Vogler
Inference Text - The Little Boat, Kathy Henderson
Inference Text - Billy’s Tower, Leicester LEA
Inference Text - Poorly Tom, Leicester LEA
Inference Text - Henry and Mudge, Cynthia Rylant & Sucie Stevenson
Inference Text - Dear Greenpeace, Simon James
Inference Text - What made Tiddalik Laugh, Joanna Troughton
Inference Text - Tall Inside, Jean Richardson
Inference Text – Nothing 1, Mick Inkpen
Inference Text - Nothing 2, Mick Inkpen
Inference Text - George Speaks, Dick King-Smith
Inference Text - The BFG, Roald Dahl
Inference Text - The Legend of Spud Murphy, Eoin Colfer
Inference Text - The Hodgeheg, Dick King-Smith
Inference Text - Jo and the Package, Leicester LEA
Inference Text - The Twelfth Floor Kid, Ruth Symes
Inference Text - The Oakhollow Mystery 1,Tessa Krailing
Inference Text - The Oakhollow Mystery 2, Tessa Krailing
Inference Text - Rescued by a Dog called Flow, Pippa Goodhart
Inference Text – Piggybook 1, Anthony Browne
Inference Text - Danny’s Secret Fox, Susan Gates
Inference Text - The Tunnel, Leicester LEA
Inference Text - Danny, The Champion of the World, Roald Dahl
Inference Text - Walk Two Moons, Sharon Creech
Inference Text - Mrs Singh, Leicester LEA
Inference Text – Piggybook 2, Anthony Browne
Inference Text – Short; In The Back Seat 1, Kevin Crossley-Holland
Inference Text – The Tower to the Sun, Colin Thompson
Inference Text – Short; In The Back Seat 2, Kevin Crossley-Holland
Inference Text – James and the Giant Peach, Roald Dahl
Inference Text – The Space Stowaway, Malorie Blackman
Inference Text – The Last Quarryman 1, Eric Johns
Inference Text – The Last Quarryman 2, Eric Johns
Inference Text – An Enemy at Green Know, Lucy M. Boston
Inference Text – Coming to England, Floella Benjamin
Inference Text – Doberman, Leicester LEA
Inference Text – Short; Boo!, Kevin Crossley-Holland
Inference Text – The Kelpie’s Pearls, Molly Hunter
Inference Text – The Hundred-Mile-an–Hour Dog, Jeremy Strong
Inference Text – The Witches 1, Roald Dahl
Inference Text – The Witches 2, Roald Dahl
Inference Text – The Witches 3, Roald Dahl
Inference Text – The Iron Man, Ted Hughes
Inference Text – Room 13, Robert Swindells
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Inference Training
An Introduction
Inference Awareness Training is an intervention programme researched by Yuill and
Oakhill (1988). This is designed for children who are able to decode text but whose
comprehension levels lag behind their decoding ability.
Yuill and Oakhill researched good and poor comprehenders with similar decoding
skills. They identified that the poor comprehenders had difficulties with integrating
ideas, language and meaning as they were reading and did not seem to be aware of
comprehension difficulties. Successes in the research group led to new enjoyment in
reading and increased motivation.
The trial in Leicester City
In Leicester City, we have taken the structure and format of Inference Training,
modifying it in part, and have trialled it in a group of six schools. This has been based
on the use of Inference training as a wave 2 “catch-up” programme rather than a
wave 3 programme. This does not preclude its value as a wave 3 programme as
some children identified with SEN were included in some of the pilot groups.
•
•
•
•
•
•
•
Each school invited to take part sent a teacher and teaching assistant to a
training day where each aspect of the intervention was explored in depth
The children were tested using the Neale Analysis of Reading Ability (II)
before and after the intervention period
The intervention was carried out over a period of between 5 and 8 weeks,
usually based on 2 sessions per week.
Each session was carried out with between 4 and 6 children in a group by
either a teacher or a teaching assistant and lasted approximately 40 minutes
per session.
Each school received a follow-up visit, discussion and observation from the
consultant leading the pilot
Both teacher and teaching assistant attended a follow-up day to identify
strengths and issues and draw together the statistical and qualitative
information.
Between 5 and 12 Y5/6 children in each school were identified to be included
into Inference Training groups. In total, 52 pupils were included in the pilot.
The results
The results of the trial demonstrate significant improvements in children’s
comprehension, with most children making good (double expected progress) to
excellent progress (more than 12 months progress during the 2 month period). The
average increase in reading age for the pupils was 10.8 months based on a sample
of Y5 children. Although Inference Training is not intended as an intervention that will
develop decoding, the average increase in reading accuracy over the period of the
intervention was 9.7 months.
For research, evaluation and case studies of individual children involved in the pilot
please see appendix 1.
3
Some Factors Contributing to Poor Reading Comprehension:
Decoding
issues
EAL issues
Poor
background
knowledge
Difficulties
inferring
meaning
from text
Vocabulary
Linking
information
together
Recognising
the key
words
Poor
knowledge
of story
structure
What Inference Training Can Do
This intervention supports children to develop necessary skills to understand text
fully. It works through:
• developing children’s understanding of the meanings inferred through the
choice of vocabulary;
• making explicit the need for, and helping to develop the way children draw
on background knowledge;
• developing understanding of the importance of linking information in a short
text in order to improve understanding.
4
About Inference Training
For:
Groups of children identified with stronger decoding skills than
comprehension skills in reading.
Between 4 and 6 children in a group.
Duration:
6 to 8 weeks
2 to 3 sessions per week
Approximately 40 minutes per session (longer when starting
Inference Training and length can vary according to the text used.)
Carried out by:
TA who has attended training with teacher support for planning and
preparation
Teacher who has attended training
Session structure:
(See following pages for description of each part of the session)
Prior knowledge activation
Word definition
Word elaboration
Ask a question
Hidden sentence
Let’s visualise
Summarise
Resources necessary:
Short piece of age-appropriate text which is at a reading level that
the group can access
Selection of words, each written on a separate piece of paper, that
the children understand
Paper on which to carry out visualisation exercise
Picture or object relating to the subject matter of the text to support
initial discussion if necessary
This folder provides a set of texts, which you may wish to use for each
session with suggested prompts for each section of the session. (See
appendix 7)
5
The Structure of Each Session
START
Summarise and
Lets Summarise
Predict
Prior
Prior Knowledge
Knowledge
and Predict
Get
GetVisual
Visual
66 11 a) Word Definitions
Word Definitions
22b)a)b)Elaboration
55
Elaboration 44 33
Hidden
Sentence
Hidden
Sentence
Ask
Ask aaQuestion
Question
Step 11
Step
Prior Knowledge
Knowledge
Prior
Adult asks pupils in pairs to share their knowledge about the subject of the text they
are about to read. This helps children to develop background knowledge prior to
reading.
The adult may pick out particular aspects of the subject for pupils to discuss.
E.g. If the short text is about a child’s sandcastle being destroyed during a holiday by
the sea.
Prompt to ensure children use background knowledge: Can you talk about a time
when you went to the seaside?
For some children it may be important to provide a picture or object to stimulate
discussion.
6
Step
Step 22
a)
a) Word
Word Definitions
Definitions
b)
b) Elaboration
Elaboration
A copy of a short piece of text is given to each pupil (Please see appendix 1 for text
examples)
a) Word Definitions
The text is read together, at least twice.
E.g. Billy was howling because his whole day was spoilt. All of his
work had been broken by the wave. His mum came over to help but she
accidentally stepped on the only tower that was left. “Never mind,” she
said, “let’s go back for tea. You can build some more towers tomorrow”.
(Acknowledgement Yuill and Oakhill)
The adult asks pupils to ring some words in the text that they would like someone in
the group to explain. Each pupil asks about one word, volunteers try to explain the
meaning. (Ensure words that you think might be problematic are included … add
these if necessary)
b) Elaboration
This part is a critical step in the process. The adult gives each pupil a key word from
the text on a piece of card. Pupils have individual thinking time to unpick the word
using clues from the text (a doodle pad may be useful). Pupils are asked to
elaborate on that word in the context of the passage. What could these words tell us
about what is happening or what could be happening? Pupils show the word and
share.
E.g.
wave
howling
tower
tomorrow
(build some more)
tower … Billy’s
been making tall
sandcastles ... all
day … probably
with a bucket and
spade. Good ones
take ages to do. I
bet he enjoyed
himself.
wave … they are by the sea
.. it’s that sort of wave .. the
sea must be coming in …
it’s wrecked most of Billy’s
towers except one.
tomorrow … that means they
are going back to the beach
again so they must be on
holiday. Mum thinks Billy’s
got another chance.
7
howling … Billy
must be a young
kid … my brother
howls … he’s 3.
Billy must be
really cross that
things are going
wrong. I think
he’s really
disappointed.
Maybe he’s cross
with his Mum.
Step 3
Ask a Question
Pupils have to make up questions for others to answer.
E.g. Billy was howling because his whole day was spoilt. All of his
work had been broken by the wave. His mum came over to help but she
accidentally stepped on the only tower that was left. “Never mind,” she
said, “let’s go back for tea. You can build some more towers tomorrow”.
What ruined
Billy’s last
tower?
Where did this
happen?
Why had Billy’s
day been
spoilt?
Why did
Mum step on
the tower?
What ruined his
other towers?
What sort of
wave is the story
talking about?
Encourage questions, which involve “reading between the lines”. Make sure you
have some questions to use as prompts if the pupils just ask literal questions.
Don’t insist that the children answer all the questions – it is the questioning itself that
is most important.
8
Step 4
Hidden Sentence
Pupils re-read the texts but an extra piece is now examined. This contains part
sentences (or a whole sentence), which is obscured. Pupils make predictions about
the sentence part that is missing.
E.g. Billy was howling because his whole day was spoilt. All of his work
had been broken by the wave. His mum came over to help but she
accidentally stepped on the only tower that was left. “Never mind,” she
said, “let’s go back for tea. You can build some more towers tomorrow”.
Billy threw down his bucket and spade and sulked.
“I want to build
more towers NOW”
shouted Billy
“Don’t want
tomorrow. Want to
do it today!!”
9
Step
Step 55
Get
Get Visual
The adult asks pupils to record the main aspects of the text using a grid provided,
with pictures/ keywords/ thought bubbles/doodles etc. Pupils try to show “inferential”
as well as literal aspects of the text.
To do this you may use a summary grid (page **) which
•
•
shows main events
is a drawn dialogue which emphasises what people say, do and think
He’s very
upset… I
hope I can
distract him
Nevermind
you can make
some more…
(say)
•
(think)
explains what is really happening … the subtext
Billy and mum at the seaside for the first time…
Billy has been running about on the beach all
day and is now very tired. Can mum save the
day (having nearly ruined it)?
(explain)
•
•
uses different colours, symbols, key words and doodles. (Pictures do not need
to look nice! They should contain hurriedly drawn stick people).
uses “picto words” for key vocabulary (write the word so it looks like what it
means).
During the pilot, some children found this difficult. Please see tips on page ** for
additional suggestions that were tried to encourage children to develop these
important skills.
10
Step
Step 6
Summarise
Summarise & Predict
Pupils take turns to use their grids to summarise the key parts of the text. This can
be done taking turns “in relay”. After this the group share ideas to predict what might
happen next.
For a blank grid see appendix 3
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Tips for Selecting Texts to use during Inference Training
•
Use short pieces of text, preferably extracts from books that children will have or be able
to have knowledge of later.
•
Avoid too much speech.
•
Use texts sometimes that will be read in the classroom, providing children with ‘expert
status’ for part of the text.
•
Ensure texts have references to things that have already happened or will happen, even
if only inferred - veiled reference.
•
Ensure passage sometimes contains words with more than one meaning, i.e. poorly.
•
Choose text by chronological age, then by reading age (ensuring reading age is not too
difficult).
Tips for Alternative Visualisation Strategies
Some children have found this aspect difficult or have enjoyed some variation in this. The
pilot demonstrated, however, that this aspect is significant in ensuring that children make
very good progress in developing comprehension.
Here are some additional ideas to try as this aspect is critical to the success of the
intervention.
■
§
Encourage children to draw each part of the story on
separate small squares of paper as this leads them to
use as many different pictures as they need.
■
§
Draw one picture, which contains all the detail, especially
when the text is focused on a character.
■
§
Model how to use the visualisation grid or similar
structure.
■
§
Provide whiteboards and pens for the most reluctant
artists.
■
§
Try using visual mind maps instead of the grid approach.
■
§
Give each child part of the story to draw, putting them altogether to complete the story
at the end.
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Assessment of Pupils
Teachers and TAs should consider:
•
•
carrying out an initial and final agerelated assessments of children
involved in the intervention in order
to establish a baseline and in order
to evaluate the impact of the
intervention;
•
using pupil self assessment to
encourage children to talk about
their developing skills and
strategies (appendix 6);
monitoring the progress each child makes during the sessions, noting
particular strengths or areas for concern to follow up in subsequent sessions
(appendix 5).
Tips for Developing Inference Training with EAL Pupils
Inference training is extremely useful in raising the attainment of EAL children’s
reading comprehension. The following are points to consider and suggestions for
activities to support EAL children further.
•
Keep the cognitive challenge of the text high.
•
Use the session to pre-teach children aspects of a text that will be used at a later
time with larger groups.
•
Use key visuals in the prior knowledge section, e.g. picture of setting or object
relevant to the text.
•
Pay attention to the word definition/ word elaboration section as this is particularly
important with EAL children. Idiomatic expressions should be explained and
discussed with children, i.e. raining cats and dogs.
•
Draw attention to the pronouns and the character to which they refer (pronoun
referencing) e.g. highlight character and pronouns referring to them in a specific
colour or drawing lines between them.
•
Take opportunities for rephrasing and rewording children’s language, i.e.
modelling of correct language used in the summarising section.
•
Use a range of texts, some culturally relevant but also texts that are outside the
child’s direct experience.
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Appendices
Appendix 1
Research report
Appendix 2
Case studies from pilot
Appendix 3
Visualisation proforma
Appendix 4
Text frame
Appendix 5
Pupil self checking grid
Appendix 6
Assessment proforma
Appendix 7
Text examples for each session
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Appendix 1
Inference Training – The Research Outcomes in Leicester
Context
Within Leicester City, the use of QCA optional tests and end of key stage results
have revealed that there is a comparative weakness in children’s comprehension and
specifically their skills to make inferences and deduce information from text.
Inference Training
The inference training pack was developed by members of Leicester City Children
and Young People’s Service based on research by Nicola Yuill and Jane Oakhill
(Applied Cognitive Psychology, Vol.2, 33 – 45, 1998). It was developed as a Wave 2
/ 3 intervention depending on the age and needs of the children. This pack outlines
the structure of Inference Training and contains examples of texts to support
teaching.
Inference training is structured into the following six steps:
1. Prior Knowledge
2. a. Word Definitions
b. Word Elaboration
3. Ask a Question
4. Hidden Sentence
5. Get Visual
6. Let’s Summarise and Predict.
Schools in the Project
Six schools participated in the pilot during the spring term, 2006. The schools had all
identified inference and deduction as an area for targeted intervention in year 5 and
year 6. All schools undertook the intervention with Year 5, some chose, in addition to
run a Year 6 group. These have been included as an additional indication of impact.
However, it is worth noting that during this period many year 6 classes receive other
significant interventions (e.g. booster work) in preparation for end of Key Stage 2
tests. Evidence for this can be found in the comparison with the Year 6 control group
who also made significant progress.
At the outset of the project teachers and teaching assistants were invited to attend a
full day’s training on the Inference Training pack. Where the TA worked with children
from a class where the teacher had also attended training, there was a more
significant impact on children’s comprehension results, sometimes substantially
greater. Two schools were not able to send both teacher and teaching assistant from
the classes involved in the pilot (schools S and P). In these instances the teaching
assistant attended alone or was accompanied by a different teacher in the school.
In school S, the TA found sessions were reduced in time, as teachers did not feel the
same high levels of involvement or commitment as those who had been trained,
rarely getting through all aspects of the intervention session. The impact on
improving comprehension levels was not as noticeable as in the other schools.
16
Children involved were tested using the Neale Analysis prior to beginning the
intervention and again at the end. Both their reading comprehension and accuracy
levels were collected. The test was then repeated at the end of the intervention.
Each school was asked to run the Neale Analysis with a control group of children at
the same time. Only three of the six schools recorded these results.
Schools were asked to run the intervention over a six-week period, running 2 – 3
sessions per week. Not all schools were able to run all of these sessions (see
individual school data for number of sessions). The sessions were delivered either
by teachers and TAs or by TAs.
Teachers were asked to identify EAL children. Most teachers identified children who
were in the earlier stages of learning English. There may be a number of other
children involved in the pilot who could be classified as advanced bilingual learners.
17
T
1
4
4
2
3
3
2
1
T
TA
4
4
2
1
T
4
5
5
5
5
Number making 4+ months
progress (comp)
5
Number making 8+ months
progress (comp)
5
Number making 12+ months
progress (comp)
5
T
Session run by
Number making above
expected progress (comp)
-3 to 16
months
2 – 17
months
-2 to +
25
+6 to +
23
Average accuracy difference
13.5
months
7.6
months
7.8
months
12
months
11.6
months
Range, comp
2 to 40
months
0 to 26
months
0 – 30
months
+5 to 19
-1 to
+19
Average comp. difference
19.6
months
15.2
months
10.4
months
10.6
months
8
months
18
10
8.6
5
1
3
2
5
M
6
M
P
5
5
5
3
4
1
1
2
0
1
3
1
6
5
18
10
?
16
1
3
2
4
6
6
Year group
School
8
16
8
3
Number of pupils
6
Number of boys
H
Number of girls
5
Data – Individual Schools
Number of EAL
3
Number of SEN
2
Number of weeks
intervention ran
4
Number of sessions held
H
Average number of sessions
attended
8.8
5 to 20
months
?
Range, accuracy
T / TA
6
5
7
5
4
3
T / TA
6
Number making
above expected
progress (comp)
8
3
1
TA
2
6
5
TA
Number making 4+
months progress
(comp)
3
Number making 8+
months progress
(comp)
0
Number making 12+
months progress
(comp)
1
Session run by
-1 to +18
months
-1 to 33
-12 to 25
months
Average accuracy
difference
6.9
months
8.4
9.8
Range, comp
-1 to +9
months
3 to 22
months
2 to 13
months
6 to 60
months
Average comp.
difference
2.7
months
14
months
7.6
months
33.2
months
6
1
Beh
1
2
3
3
3
2
4
5
7
W
W
6
5
T
19
12
11.8
12
6
6
6
3
0
5
3
8
7
Year group
School
5.6
11
14
7
1
Number of pupils
5
Number of boys
5
Number of girls
S
Number of EAL
5
Number of SEN
4
Number of sessions
held
Number of weeks
intervention ran
3
Average number of
sessions attended
11.6
Range, accuracy
20
-1 to +40
-12 to +25
-2 to + 23
57 (total)
41 (Y5)
Accuracy (Y5 and Y6)
Accuracy (Y5)
Number of pupils
9.7 months
Average accuracy difference for Y5 groups
Range at end of intervention –
comprehension (Y5)
9.7 months
Average accuracy difference for all groups
-1 to +60
10.8 months
Average comprehension difference for Y5
groups
Range at end of intervention –
comprehension (Y5 and Y6)
13.5 months
Average comprehension difference for all
groups (Y5 and Y6)
Overall schools pilot group
18 (total)
13 (Y5)
NA
NA
-10 to +27
-10 to +27
NA
NA
4.1
5.6
Control group
Evaluation of Data
Data demonstrates that the average reading comprehension age improvement for Y5 pupils
undertaking the inference training was 10.8 months over a period of 2 months. For both Y5
and 6 pupils the average progress was 13.5 years. This compares to the control group
improvement of 4.1 months (5.6 months for Y5 and 6). This difference more than doubles
the expected rate of progress, a marker used to identify successful Wave 2 and 3
interventions.
The rate of progress varied within groups of pupils. Whilst some pupils made negative
progress most children made rapid to very rapid progress. This can be seen in the table
below.
Year 5
Years 5 and 6
4+ months progress
26/36 (72%)
40/52 (77%)
8+ months progress
19/36 (53%)
30/52 (58%)
12+ months progress
13/36 (36%)
21/52 (40%)
Although the intervention is specifically aimed at improving inference and deduction
comprehension skills, the increase in reading accuracy was also significant, an average
improvement of 9.7 months.
Evidence from individual school data demonstrates that this intervention was effective when
used with EAL children (H, S and W). One school, where increases were significant, chose
to run single sex groups (T). More research in these areas would be useful.
Qualitative Responses
Teachers and Teaching assistants were asked to complete a questionnaire about how they
round the intervention process. All found the intervention easy to carry out, engaging to
most children and the folder accessible to use.
“ Very accessible and easy to follow.”
“As the children got used to the routine and felt more confident in carrying out tasks,
the more they became engaged.”
Many teachers thought the texts could be more engaging and motivating for the children,
some recognising the importance of using texts that the children had the opportunity to read
more of.
“We could use our own text that children are working on in the literacy hour”
The questionnaire asked about the effectiveness of each section of the intervention.
Participants felt that all areas worked well but Ask a Question and Summarise were the most
effective and Missing Sentence the least.
Teachers also reported back on the impact the intervention had on individual children and
wrote a more detailed case study on one child. These revealed differences in the skills
children demonstrated and their changing attitudes and confidence.
21
Teachers commented on the importance of the visualisation in improving children’s
understanding of the text:
“The detail and amount of thinking put into visualisations improved markedly
during the sessions”
“He liked the visualisation which helped him to think more about what was
going on”
Many children showed increasing confidence during the intervention period, some of this
impacting in the classroom.
“Recently she has had the confidence to start work immediately without
looking round for teacher or peer reassurance”
“She now feels her opinions are valued and her confidence in her own
ability has grown”
The intervention has also had a significant impact on the attitude towards reading of a
number of children:
“She has shown signs of thinking before answering”
“F gradually became more confident and willing to give justified answers.
He was also more motivated and actually made specific trips to the library
to get the book the latest passage had been from and would read the book”
“She said she was reading more books. Her parents were able to support
this statement”
Conclusion
This Inference Training intervention appears to provide a useful method to develop the
inference and deduction skills of a significant number of children. It supports children in
gaining confidence to deal with such concepts and provides them with methods and
strategies to improve the success of their comprehension skills. It enables them to
understand what it is that is being asked of them.
Early indications in some schools appear to demonstrate that the improvement in
comprehension skills is maintained after the end of the intervention.
“Working as part of a small group has given E the chance to feel valued at school.
She was very cheerful and looked forward to the sessions – even when they were
last thing on a Friday afternoon!”
“Overall, the intervention seems to have made a significant difference to F
academically, socially and emotionally.”
22
Appendix 2
Case Studies of Individual Children Involved in the Trial
Female Y5 pupil
E lacks a good deal of confidence. Her friends are all achieving much more academically. E
is on School Action level of the SEN register.
E was very uncertain at the start of the program. She hesitated to join in at first and asked
constantly – “is this right?” As the program developed E realised that she could provide a
valuable contribution to discussion. Within the group she had the best vocabulary and was
often able to explain the meaning of words to others. Her visualisations became increasingly
more detailed and she was able to explain her thoughts and actions with more confidence.
Recently she has had the confidence to start work immediately without looking round for
teacher or peer reassurance.
During the final reading test I was amazed at her determination to succeed. She was able to
make eye contact and answered questions clearly and with very little hesitation. She said
that she was reading more books. Her parents were able to support this statement.
Working as part of a small group carrying out Inference Training has given E the chance to
feel valued at school. She was very cheerful and even looked forward to the sessions – even
when they were last thing on Friday afternoon!
Mal e, Y5 pupil
J demonstrates average ability generally but may have the ability to achieve higher.
He has a positive attitude to learning and is a polite, well-mannered child. He will
sometimes contribute to class discussions and is always willing to try even if he
doesn’t get answers correct. His ability in maths is better than in English. He speaks
Gujarati at home and attends Gujarati lessons. He tends to have one main friend
rather than being part of a large group although works effectively in pairs or groups
with other children. When working in a group he will contribute to discussion once
others have given their ideas and does not take a lead role.
J was chosen to be part of the study because it was felt that his comprehension
skills needed boosting. At initial testing his reading age was 6 months below his
chronological age for accuracy and 16 months below for comprehension.
Within the group J quickly improved in self-confidence to become the main
spokesperson. He became more willing to speak first and to correct and support the
other children in the group. He showed that he was able to link ideas and use
inference skills to create hidden sentences and questions about the text. His
visualisations showed a clear understanding of the texts as well as an ability to go
beyond the text. He has transferred some of these skills to the classroom.
After the intervention J’s reading age was 12 months above his chronological age for
accuracy and 12 months below for comprehension. These are both significantly
improved although he is still below his chronological age for comprehension. We will
continue with the intervention for a limited period in order to develop this further.
23
Male / Year 6
F is a year 6 boy who joined the school half way through year 4. He has a
good friendship group but is often influenced by other children to act
inappropriately as he has little confidence in himself to ‘keep’ his friends
and worries about being alone.
F was identified as struggling towards the end of the Autumn Term when it
was found he was making little progress in his literacy from year 5
scores. It was also found that his general understanding of topics in
class was poor and he was unable to give reasoned answers when
questioned. It seemed as if he was unable to follow what had been said and
had not been able to pull out the key points.
During the progress of the intervention it was found that F gradually
became more confident and willing to give justified answers. He was also
more motivated and actually made specific trips to the library to get the
book the latest passage had been from and would read the book. He was
also practising the intervention activities at home. He realised that he
struggled with explaining the meaning of hidden sentence so was making up
his own. He also became more confident and stood his ground with other
children within the group.
Following the intervention, F’s accuracy and comprehension has rapidly
improved. His accuracy score went up by 1 year 4 months and his
comprehension score increased by 5 years!
Overall, the intervention seems to have made a significant difference to F
academically, socially and emotionally.
24
Appendix 3
thoughts and
feelings
VISUALISATION
key
events
speech
25
Appendix 4
Texts for Inference Training
Source: (your name / school)
From: (title / author)
Text extract:
Pupil reading age:
Teacher notes:
1. Prior knowledge
Chronological age:
2. a. Word definition: Pupils circle words they don’t understand and others try to explain
/ T. adds to explanation.
b. Word elaboration (give each pupil a card and take turns to elaborate on the word).
3. Ask a question
Examples of questions pupils might ask
4. Hidden sentence
Possible pupil responses
5. Get visual
Ask pupils to record main aspects of the text using grid provided with pictures, key
words, thought bubbles / doodles etc. Pupils try to show “inferential” as well as literal
aspects of the text.
6. Let’s summarise
Pupils take turns to use their grids to summarise key parts of the text.
26
27
Name
Step 2a
Can explain
what tricky
words mean to
others in the
group
Step 1
Can talk
about prior
knowledge
and relate it to
the text
Can elaborate
on words, e.g.
Tom – a boy
probably, if he
was older it
would be Mr
Tom
Step 2b
Can ask
relevant
questions
about the
text
Step 3
Can predict
the hidden
sentence
and justify
their ideas
Step 4
Measuring Progress in Inference Training
E.g. using a
grid, speech
bubbles,
diagrams
Can visually
represent
the text
including
inferences
Step 5
Can
summarise
the text
orally and /
or through
drama
Step 6
Appendix 5
Appendix 6
Pupil Self Checking Sheet
When I read I..
YES
•
try to think if something like this has happened to
me … or think what would this be like?
•
try to spot key words (not all words are worth the
same)
•
remember the sentences I’ve read before and link
them together so things makes sense
•
know that I have to be a detective and look for
clues. It doesn’t always tell us everything
•
read the words but also think about what’s
happening and why
•
look out for things that don’t make sense … I
might need to read a sentence again to check
•
know that words do not always mean what they
say e.g. it was raining cats and dogs
•
watch out for little words like … she he they I him
her ..
Little words can tell us a lot
•
know I need to keep thinking about what might
happen next
28
?
NO
123
© Susan Gates
© Simon James
© Dick King-Smith
© Cynthia Rylant
© Emma ChichesterClark
© Roald Dahl
Dear Greenpeace
George Speaks
Henry & Mudge
I love you, Blue
Kangaroo
James & the Giant
Peach
Leicester LEA, 2005
© Primary Strategy
Team
© Floella Benjamin
© Roald Dahl
Faber & Faber, 3 Queens Square, London, WC1N 3AU, 2002
© Lucy M. Boston
David Higham Associates, 5-8 Lower John Street, Golden Square,
London, W1F 9HA, 1997
Simon Schuster, 1230 Avenue of the America’s, New York, BY
10020, USA, 1994
Andersen Press Limited, 1998
Reproduced by permission of Walker Books Ltd, London SE11
5HJ, 1991
Penguin Group, 80 Strand, London, WC2R 0RL, 1989
Chrysalis Books, The Chrysalis Building, Bramley Road, London,
W1O 6SP, 1995
David Higham Associates, 5-8 Lower John Street, Golden Square,
London, W1F 9HA, 2001
Oxford University Press, 1997
John Wiley and Sons 1988
ACKNOWLEDGEMENTS
Yuill & Oakhill
AUTHOR
Danny, Champion of
the World
Danny’s secret fox
Coming to England
Awareness Training
on Poor
Comprehension,
Applied Cognitive
Psychology Vol 2, 33 45
An Enemy at Greene
Knowe
Billy’s Tower
BOOK TITLE
Inference Training Resource Acknowledgements
Extract 1, 7
Extract 2, 6½-7
9-10
7-8
7-8
7-8
8-10
9 years plus
9-10
7-9
9-10
READING
AGE
124
© Anthony Browne
© Primary Strategy
Team
© Pippa Goodhart
Piggybook
Poorly Tom
© Kevin CrossleyHolland
© Kevin CrossleyHolland
© Jean Richardson
© Roald Dahl
© Dick King-Smith
© Jeremy Strong
Short, In the Back
Seat
Tall Inside
The BFG
The Hodgeheg
The Hundred-Mile-anHour Dog
© Robert Swindells
Short, Boo!
Rescued by a Dog
called Flow
Room 13
Know your plots,
Doberman
Little Red Riding Hood © Primary Strategy
Team
Mrs Singh
© Primary Strategy
Team
Nothing
© Mick Inkpen
© Primary Strategy
Team
© Ronald B. Tobias
Jo and the Package
9-10
Extract 1, 6-8
Extract 2, 6-8
Extract 1, 7-8
Extract 2, 7-8
Leicester LEA, 2005
Reproduced by permission of Hodder Children’s Books, 1998
Penguin Group, 80 Strand, London, WC2R 0RL, 1998
David Higham Associates, 5-8 Lower John Street, Golden Square,
London, W1F 9HA, 1996
Penguin Group, 80 Strand, London, WC2R 0RL, 1987
copyright © Kevin Crossley-Holland 1987 from Short! by Kevin
Crossley-Holland (OUP, 1998), used by permission of Oxford
University Press
copyright © Kevin Crossley-Holland 1998 from Short! by Kevin
Crossley-Holland (OUP, 1998), used by permission of Oxford
University Press
Penguin Group, 80 Strand, London, WC2R 0RL, 1989
copyright © Pippa Goodhart, published by Ann Jungman of Barn
Owl Books. www.pippagoodhart.co.uk
Corgi Children’s, 2000
8-9
7-8
7-8
6-8
Extract 1, 7-8
Extract 2, 7-8
8-9
7-9
7-8
7-8
7
Leicester LEA, 2005
A.E.T. Browne & Partners
Reproduced by permission of Walker Books Ltd, London SE11
5HJ, 1986
Leicester LEA, 2005
9-10
7-8
Walking Stick Press, 2003
Leicester LEA, 2005
125
© Molly Hunter
© Eric Johns
© Eoin Colfer
© Kathy Henderson
© Tessa Krailing
© Malorie Blackman
© Colin Thompson
The Kelpie’s Pearls
The Last Quarryman
The Legend of Spud
Murphy
The Little Boat
The Oakhollow
Mystery
The Space Stowaway
The Tower to the Sun
David Higham Associates, 5-8 Lower John Street, Golden Square,
London, W1F 9HA, 1997
Penguin Group, 80 Strand, London, WC2R 0RL, 2004
© Tamarind Books, PO Box 52, Northwood, Middlesex, HA6 1UN,
020 8866 8808, www.tamarindbooks.co.uk
© Sharon Creech
© Joanna Troughton
© Janet Burchett &
Sara Vogler
Walk Two Moons
What made Tiddalik
Laugh
Zia the Orchestra
David Higham Associates, 5-8 Lower John Street, Golden Square,
London, W1F 9HA, 1996
6-7
7-8
Extract 1, 8-9
Extract 2, 9-11
Extract 3, 8-9
8-9
7-8
Unknown publisher
© Roald Dahl
7-8
7-8
Extract 1, 7-8
Extract 2, 7-8
8-9
6-8
Extract 1, 8-9
Extract 2, 8-9
7-8
9-10
7-9
Random House, 20 Vauxhaull Bridge Road, London, SW1Y 2SA,
1996
Leicester LEA, 2005
Illustrated by Patrick Benson.
Reproduced by permission of Walker Books Ltd, London SE11
5HJ, 1995
Oxford Literacy Web, year 3 Fiction, OUP, 2001), used by
permission of Oxford University Press.
Unknown publisher
The Children’s Book of Books, Penguin Group, 80 Strand, London,
WC2R 0RL, 1998
Reprinted by kind of permission of Harper Collins Publishers Ltd,
1997
Penguin Group, 80 Strand, London, WC2R 0RL, 2004
Faber & Faber, 3 Queens Square, London, WC1N 3AU, 2001
The Witches
© Primary Strategy
Team
The Twelfth Floor Kids © Ruth Symes
The Tunnel
© Ted Hughes
The Iron Man
Supplements
126