How can I teach pupils to make inferences when reading?

It goes beyond information stated directly, but it should still be supported. Pupils need to see the reasoning, rather than being told to “read between the lines” or guess what answer the teacher wants.

Check that the clues are accessible

Begin with a brief passage whose vocabulary and events the pupil understands. Ask a straightforward question about what happened before moving to an unstated meaning. If the pupil has missed a pronoun reference or does not know what “slammed” means, address that first.

Discuss necessary background knowledge. A text may assume knowledge of a setting or social convention that is unfamiliar to the pupil. Explain it without interpreting that gap as a general inability to infer.

Make the reasoning visible

Model three parts: the clue, what you know that is relevant, and the inference that follows. For example, “She put on her coat and took an umbrella. Those things are often used in wet weather. She may expect rain.” Notice that “may” is appropriate: the text does not establish every detail with certainty.

Ask whether another explanation also fits. Pupils should learn to distinguish a plausible inference from an unsupported addition. The strength of an answer depends on evidence, not agreement with one exact sentence.

Example: explaining a character's action

In a story, Amir looks at the clock, pushes his breakfast away and runs to the door. The teacher models an inference that he is concerned about time, pointing to the clock and rushing. The pupil suggests that he may be late. They then discuss why “He dislikes all food” is less well supported by the same clues.

Give practice without supplying the inference

Ask “Which words helped you think that?” or “What else could explain this?” A temporary clue-and-explanation table can help organise thinking. Avoid leading questions that name the emotion or reason before the pupil has considered it. Allow a spoken, pointed or supported response when writing is a separate barrier.

Look for transfer and appropriate uncertainty

Use a fresh passage and note whether the pupil identifies a relevant clue and links it to an explanation. Include factual texts as well as stories: inferring why a material was chosen involves reasoning too. Do not judge an autistic pupil's understanding solely through a narrow set of conventional emotion answers. Clarify context and accept well-supported alternatives.