Learning factors that correlate with high inferential reading comprehension: Implications for classroom practice
Both national and international data suggest that inferential reading comprehension continues to be a stumbling block for many Australian students. This presentation by Dr John Munro will unpack possible reasons for this by examining some of the psycholinguistic and cognitive skills that distinguish between levels of inferential comprehension. It will examine the possibility that a characteristic of the text model constructed by readers contributes to differential inferential comprehension. It will recommend a set of testable teaching procedures that teachers can use to enhance the inferential comprehension outcomes of their students.
Wednesday 13 May, 1-2pm
Level 2, 234 Queensberry Street
Melbourne Graduate School of Education
The University of Melbourne
PARKVILLE VIC 3010
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