Fostering Inference-Making Through Video-Based Technology in Young Children With Early Reading Difficulties

Abstract

Successful comprehension is only possible when children draw inferences about ideas implicit or missing in discourse. Supporting inference-making with explicit instruction must start early given its importance in comprehension and knowledge development. However, students who experience difficulties with early reading skills often do not receive adequate instructional support for inference-making because oftentimes inference-making is taught in the context of written texts. In this article, we describe the potential of using video-based technology in teaching inference-making in young students who experience difficulties in early reading skills. First, we discuss why inference-making is crucial for comprehension and elaborate on a theoretical framework that addresses how video-based technology can support inference-making independent of basic reading skills. Next, we share our experiences designing web-based software featuring interactive videos. Finally, we describe how teachers can design their own inference instruction using video-based technology to support young students with difficulties in comprehension and basic reading skills.