What Is Making an Inference and Why It Matters in Reading Comprehension

Making an inference is one of the most important reading comprehension skills teachers can help students develop. 

It allows students to read between the lines, using clues from the text combined with their prior knowledge to draw logical conclusions. 

Unlike directly stated facts, inferences require critical thinking, making this skill essential for understanding stories, informational texts, and test passages. 

In this post, I’ll explain what it means to make an inference, why it matters, and practical strategies for teaching making inferences in the classroom.

What Does Making an Inference Mean?

An inference is a conclusion a reader draws based on textual evidence and prior knowledge. 

It is not explicitly written in the text, but can be logically determined by interpreting clues. 

For example, if a character in a story is shivering and wrapping a scarf tightly around their neck, a student can infer that it is cold outside.

Teaching students to recognize these clues helps them think critically about the text and engage more deeply. 

Inferences are everywhere in literature, from understanding a character’s feelings to predicting outcomes. 

Helping students master this skill improves their comprehension and builds confidence as active readers.

Why Making Inferences Is Essential for Reading Comprehension

Making Inferences strengthens critical thinking and reading comprehension. 

Students who make inferences can:

• Understand information that isn’t directly stated in the text

• Connect prior knowledge to new information

• Predict outcomes or understand character motivations

• Participate in meaningful classroom discussions

When students practice making inferences regularly, they become active, engaged readers. 

This skill also transfers across subjects, supporting comprehension in social studies, science, and other areas that require understanding beyond the literal text.

How to Teach Students to Make Inferences in the Classroom

Teaching students to make inferences can be straightforward with a structured approach. Here’s a step-by-step method:

Step 1: Model Inferences With Mentor Texts

Use short mentor texts and think aloud as you read, demonstrating how to combine textual clues with prior knowledge to draw conclusions. 

For example, in a story where a character is packing a backpack, you might say:

• I notice the character is packing a backpack. I predict they are going on a trip because backpacks are usually used for travelling.

  
  

Modelling this process shows students how to base inferences on evidence rather than guessing.

Step 2: Identify Clues in the Text

Encourage students to highlight or underline key words, character actions, or dialogue that suggest hidden meanings. 

Ask guiding questions like:

• What clues in the text help you understand what’s happening?

• Why do you think the character acted this way?

This teaches students to be deliberate and evidence-based in their thinking.

Step 3: Record Predictions and Inferences

Provide a prediction or inference chart so students can track their thinking. 

A simple chart might include:

Page	Inference	Textual Evidence	Outcome
4	Character is nervous	Clenched fists, pacing	Correct
7	It will rain	Dark clouds, umbrella	Correct

Recording inferences helps students reflect and refine their thinking.

Step 4: Reflect and Discuss

After reading, discuss predictions and inferences as a class. Ask:

• Were your inferences correct?

• What evidence helped you?

• What might you do differently next time?

Small group or partner discussions encourage critical thinking and reinforce comprehension strategies.

Step 5: Practice Across Genres

Students should practice making inferences in fiction, non-fiction, and poetry. In fiction, they might infer a character’s feelings or predict plot twists. 

In non-fiction, they could infer information from data, captions, or headings. 

Practicing across genres strengthens the skill and prepares students for varied reading contexts.

Tips for Engaging Students To Make Inferences

• Use short mentor texts for focused practice

• Provide graphic organizers or inference charts

• Incorporate think-pair-share discussions

• Include cross-curricular inference activities in science or social studies

• Offer differentiated tasks for struggling readers

These lessons are interactive, meaningful, and effective for upper elementary students.

Resources to Support Teaching Making Inferences

To simplify teaching, we offer ready-to-use worksheets, mentor texts, and graphic organizers for grades 4–6. 

These tools guide students through each step of making inferences, helping them build confidence and comprehension skills quickly.

Grab the Making Inferences Reading Comprehension Unit today!

Final Thoughts

Making inferences is a vital reading comprehension skill that helps students think critically, understand text deeply, and achieve academic success. 

By modelling inferences, identifying textual clues, recording predictions, and reflecting on outcomes, teachers can guide students toward becoming thoughtful, confident readers. 

Integrate inference strategies today to see your students thrive in grades 4–6 and beyond.

Keyword Placement: making inferences, reading comprehension strategies, grades 4–6