The development of a reading test for inferential comprehension

TL;DRAbstract

The process of reading involves not only word recognition but also text-level interpretation (higher-level processing) through inferencing in the active construction of meaning from text. Lower primary school students focus on developing their ability to decode words and to comprehend simple text, but students in the higher Year levels use their reading skills together with their cognitive skills and past experience to further their information. If students are to be motivated to comprehend text effectively, they must have developed, and must have control of, appropriate cognitive strategies. They must also be able to monitor and plan their reading comprehension progress (metacognitive skills). Comprehension monitoring and comprehension are closely related: they are dependent on each other for optimal functioning. This relationship between the two skills reflects the active essential processes involved in constructing meaning. As one reads, one is formulating hypotheses that are contin

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