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Recent official policy and concepts of reading comprehension and inference: the case of England's primary curriculum.
- Source :
-
Literacy . Jul2014, Vol. 48 Issue 2, p95-102. 8p. 2 Diagrams. - Publication Year :
- 2014
-
Abstract
- This article engages with recent policy on reading comprehension. It argues that the construct of inference has been treated as a single entity despite research and literature to the contrary, and this is perpetuated in the National Curriculum for 2014. It explores the limitations of conceptualising inference as a unitary construct and demonstrates that official policy has confused progression in inference with the process of a reader building a mental representation of a text. It argues that criterion-referenced statements for progression in inference are flawed. The article proposes a means of conceptualising inference so it can be operationalised for the purpose of teaching and learning in the classroom. This is exemplified and applied to an example of a standardised test. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 17414350
- Volume :
- 48
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Literacy
- Publication Type :
- Academic Journal
- Accession number :
- 97052335
- Full Text :
- https://doi.org/10.1111/lit.12012