SILVANA SUSAN LLAMOCA MARTINEZ

RESEARCH PROJECT

INSTITUTO SUPERIOR THOMAS JEFFERSON

CERTIFICATE IN ENGLISH LANGUAGE TEACHING

AREQUIPA – PERU

APRIL 2011

1
 INDEX

INTRODUCTION 5

CHAPTER I: STATEMENT OF PURPOSE 6

1.1. Problem Statement 6

1.2. Statement of the Objectives 6

1.3. Rationale 6

CHAPTER II: THEORICAL BACKGROUND 7

2.1. Review of Literature 7

2.1.1. Case Study # 1 7

2.1.2. Case Study # 2 7

2.1.3. Case Study # 3 7

2.2. Definitions 8

CHAPTER III: RESEARCH METHODOLOGY 8

3.1. Assumptions 8

3.2. Questions 8

3.3. Hypothesis 9

3.3.1. Variables 9

3.3.1.1. Independent Variables 9

3.3.1.2. Dependent Variable 9

3.4. Sample 9

3.5. Description of instrument to collect data 9

3.5.1. Survey 9

2
 3.5.1.1. Entrance Survey 9

3.5.1.2. Final Survey 10

3.5.2. Tests 10

3.5.2.1. Entrance Test 10

3.5.2.2. Final Test 11

3.5.3. Journal 11

3.6. Reliability and Validity in instruments 11

3.7. Procedure

3.8. Data Analysis

CHAPTER IV: THE FINDINGS

4.1. Research Findings

4.2. Discussion

4.2.1. Implications

4.2.2. Limitations

4.2.3. Recommendations for further study

CONCLUSIONS 30

BIBLIOGRAPHY 31

APPENDICES 32

Entrance Survey 33

Final Survey 34

Test

3
Students Explanation

First Practice

Second Practice

Third Practice

Fourth Practice

Fifth Practice

4
 INTRODUCTION

In Peru, one of the biggest problems that students have is Reading comprehension.
Students many times do not understand what they read, students read texts word-by-word
rather than as a complete and meaningful sentence, they don’t go further about what the
meaning of the words would be, or what the author is trying to say, they take text literally
not taking into account the clues and possible interpretations that a sentence or a
paragraph has. For a second language student, it is even more complicated because they
lack confidence and they are usually more worried trying to understand the meaning of
single words than understand the text.

Reading is not only to read a paragraph paying attention to the words and given as
understood what the texts said, reading is to try to infer what it is the actual meaning of
the text. Reading comprehension is not only to decode the signs, or the pronunciation.
Students need to know what is important, why is important, draw conclusion, make
predictions, and read between the lines.

Inferring is a powerful strategy that can be used for students to solve this problem; it can
help students to pay attention to the details and not just read a text as a group or word, to
go to heart of the reading and try to interpret it. Inferring also means that students will have
to use their background knowledge to try to interpret the text.

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CHAPTER I: STATEMENT OF PURPOSE

1.1. Problem Statement

Because of the poor reading comprehension students have, and because they only read
the text as a whole, they are not able to draw conclusions or even try to interpret what the
text is actually trying to tell them. Inferring will represent a useful technique to be used for
students to get implied information rather than literal information.

1.2. Statement of the Objectives

1.2.1. General Objective

To improve reading comprehension by the use of inference.

1.2.2. Specific Objective

To make students not to focus on just isolated words when they are reading a text.

To draw conclusions based on the text.

To use their background knowledge as well as the text’ clues.

1.3. Rationale

Reading is one of the skills students need to be able to acquire when learning a second
language and inferring represents an important sub-skill within reading, to get the intended
message the author wants to express.

Students many times get a different idea or conclusion from the author words, as Brown
and Yule explain “what the speaker can imply, suggest, or mean, as distinct from what the
speaker literally says” this is because students don’t go further of what they read in the
words of a text.

Students do not use clues, the reference; do not pay attention to the context where a text
has been written and do not use their background knowledge to combine it with the
information to make an inference.

Students have to be aware that they make inferences in every situations, that is part of
their daily routine, they only have to pay attention to the clues and the information they
have around to get the right meaning of the text and go further to what the surface

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express, writers mean more than they actually seem to say and students have to be able
to decode the meaning.

Teaching students to infer will get them to obtain a better comprehension and
understanding of the text, they will be more capable to draw conclusion, make predictions,
assumptions and feel more confident when they have to make to answer because they will
have evidence based on the text to support their answers.

CHAPTER II: THEORICAL BACKGROUND

2.1. Review of Literature

The use of inferring to get better reading comprehension has been already studied,
here I will find some articles that present it.

2.1.1. Case Study # 1

Inferring is a strategy that is used before, while and after reading a text, it has to be
based on the references that the text presents as well as on the previous
knowledge that the readers have.

Students need to know how to infer, and is the teacher’s duty to help students to
understand that a text is not always present how it really is that it usually presents
and underlying message . Students must know to use all the clues and evidence
presented in a text and get them together to make a good inference.

Usually people tend to generalize the term inference with opinion, assumptions and
predictions but there are different as we are going to see now.

An opinion is what someone thinks about a topic it is something personal, while an

inference is based on the references presented in the text.

An assumption is not supported by facts; an inference is supported by facts and

evidence.

A prediction is an idea that we have and we think that will become true; an
inference is an idea hidden in a text but that can be found paying attention to the
clues and evidence presented in the text.

It is important to let students recognize these differences, in this way students will
know how and why they have to use each of these strategies when they are
reading a text.

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2.1.2. Case Study # 2

In an article presented by Costas Gabrielatos (1999), she explains to us the

importance of the use of inference when reading, as I have already mentioned, she
agrees that when students read they focus more on reading the words than the text
as a whole, it specially happen when they are learning a second language,
students lack of confidence because they are reading a text in a foreign language
so they are more worried in trying to understand what the words mean rather than
what the text is about or what is the author trying to express.

Inference can be very helpful for second language students, it will help them to
improve their reading comprehension and feel more confident when they are
reading because they will be aware of what they are reading, what is important in a
text, they will be able to draw conclusions, get the main idea and support their
answers.

When teaching inference it is important to pay attention to the context, use

background knowledge and the cultural content. A sentence out of context can be
important just for meaning, although the same sentence can have different
meanings in different contexts. Background knowledge is important in order to
understand a text; the knowledge that will be used in a text will depend on the
context where it has been developed. The cultural content play also an important
part when reading especially for SLS, it is of high importance for students to
understand that their own culture and the target culture could have different
interpretations for the same sentence, something that is polite in their culture can
be considered rude in the target culture.

As we can see the three factors mentioned above must be taken into account when
teaching inference, to teach students use them and combine them will be the
principal aim when teaching inference. It is also important to use tasks where
students have to get the implicit meaning of what they are reading.

2.1.3. Case Study # 3

Inferring means to go further to what is writing in a text, to make predictions and

assumptions about what is not explicitely written but that can be implied from a text.

The first time we are going to introduce the concept of inferring, it is important to
relate it with familiar situations, begin with natural an daily situations knows by the
students and then extend them to unfamiliar and different situations. It is necessary
to show students that they make inferences in their daily life.

It would be of help to start making our own inferences first, showing students the
process that they have to be follow to make an inference.

Readers must be able to make inferences about the character of a story how they
feel and what they think, what is the real meaning of the story, and what is the true

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 that is hide behind the story, that has not been explicitly written by the author but
can be developed paying enough attention to the story.

But the most important part when teaching inferring is to teach them how to support
their inferences based on the information they have in a text. It is not only read and
write what we think is correct but to make an inference based on what the text says
and have enough information to support our inference.

2.2. Definitions

Background knowledge: The knowledge learners have based on their own

experiences.

Context: The context of a text is the particular situation, background, or environment to

which the text (or part of the text) is related.

Clues: The information presented in a text that will help learners to lead to one conclusion.

Inferring: It is the conclusion learners arrive after reading a text and combining this
information with their own experiences.

Implicit: When the information is not directly expressed in a text.

Reading Comprehension: It is the level of understanding that learners got after reading a
text.

CHAPTER III: RESEARCH METHODOLOGY

3.1. Assumptions

I assume that the students will:

Increase their reading comprehension.

Be able to get the implicit meaning of a text.

Understand what they read.

Be able to get the main ideas and draw conclusions.

3.2. Questions

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 Will this research be helpful for the students?

Will they be able to infer appropriately?

Will the use of short paragraphs to infer develop their reading comprehension?

Will the lack of understanding when they read, will encourage them to practice
inferring?

Will they use the text’ clues and their background knowledge to infer?

3.3. Hypothesis

If students use inference techniques to read a paragraph, their reading comprehension will
be increased.

3.3.1. Variables

3.3.1.1. Independent Variables

Use of inference when reading a paragraph.

3.3.1.2. Dependent Variables

Increase of students’ comprehension.

3.4. Sample

For doing this research I have worked with a group of students of intermediate level.

Both the control group as well as the experimental group have the same number of
students, which was helpful for the research.

Their main features are the following:

SAMPLE CONTROL GROUP EXPERIMENTAL GROUP

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 Age 17 to 27 years old 16 to 31

Gender 6 females 10 females

13 males 9 males

Occupation 1 professional 2 professionals

18 students 17 students

3.5. Descriptions of Instruments to collect data

3.5.1. Survey

3.5.1.1. Entrance Survey (Appendix 1)

I am going to use this instrument at the first week of classes, in order to

know the opinion students have about their reading skills and their reading
comprehension, or if they feel that it could be better and improve their
reading skills.

3.5.1.2. Final Survey (Appendix 2)

The final survey will be use the last week of classes in order to know the
final opinion of the students, to get the necessary information to improve
and in with aspect the strategy can be modified. To know if students think
they have improved their reading comprehension skills by the use of
inferences.

3.5.2. Tests (Appendix 3)

3.5.2.1. Entrance Test

The first week of classes I am going to use a reading comprehension test,

this instrument will be use in order to value the capacity that the students
have to infer information from the text.

3.5.2.2. Final Test

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 The last week of classes I am going to use again the same reading
comprehension test in order to value and measure the improvement the
students have got during the moth the have been using the reading
comprehension strategy of inference.

3.5.3. Researcher Journal (Appendix 3)

This instrument is going to be use to take notes of students’ reaction when they first will
see inferences.

Then to record performance during the reading activities when they will have to make
inferences, the development and the difficulties the students will present during the
activities. The improvement students will get en each class, if they will become more
confident after the first practice and the final result in the last test.

3.6. Reliability and Validity of Instruments

The surveys used in this research can be consider as reliable because students answered
them they clearly show the same answers in both groups

The reliability and the validity of the tests are clear and consistence in both groups
especially in the entrance survey, both groups where almost nobody have used inference
before chose an incorrect answer. The use of the test/retest show that after the period of
time using the strategy the control group showed a high difference to the first test being in
the last test where almost the 90% of the students chose the correct answer the contrary
with the control group which has the same percentage in the first and last test of incorrect
answers. The validity of the instrument is noticeable checking the final tests where the
experimental group got a higher percentage of correct answers more than the control
group.

The use of the researcher journal has a high validity because it is authentic; it was writing
at the same time when students were working making inference, it is reliable because it i

3.7. Procedure

The steps that were followed in this research are:

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Control Group:

 To look for all the literature regarding to inferences as well as the information linked
directly and indirectly with the topic.

 To decide the most appropriate level to develop this research.

 To design the Entrance Survey to obtain information about students’ knowledge

about inferences.

 To apply the survey to the Control Group.

 To look for the Entrance Test.

 To apply the Entrance Test to the Control Group.

 To design the Final Survey

 To apply the Final Survey to the Control Group.

 To apply the Final Test to the Control Group at the end of the cycle,

 To compile the information and to obtain the results from the Entrance and Final
surveys.
 To compile the information and to obtain the results from Entrance and Final tests.

Experimental Group:

 To apply the entrance survey to the Experimental Group

 To apply the Entrance Test to the Experimental Group.

 To present the topic to the students. To develop all the information about
inferences its importance and use.

 To select the reading material that will be use for the students to practice making
inferences,

 To observe and to take notes of the reaction of the students in each session when
they are working making inferences.

 To apply the Final Survey to the Experimental Group.

 To apply the Final Test to the Experimental Group.

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  To compile the information and to obtain the results from the Entrance and Final
surveys.

 To contrast the results of the Experimental with the Control Groups.

 To compile the information and to obtain the results from Entrance and Final tests.

 To contrast the result of the Experimental group with the Control group.

 To elaborate the data analysis including all the results obtains during the research.

3.8. Data Analysis

The analysis presents all the information obtained from the surveys and tests applied to
the Control and Experimental groups.

The Control group consisted of 19 students as well as the Experimental group that also
consisted of 19 students.

3.8.1. Entrance Survey

1. Do you think you have a good reading comprehension?

10
9
8
7
6
Control Group
5
4 Experimental Group
3
2
1
0
Yes No

As it can be seen the same number of students in both groups considers that they have a
good reading comprehension. As well as the same number who considers that they do not
have a good reading comprehension.

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 2. Do you just need to read one time to understand a text?

14

12

10

8 Control Group
6 Experimental Group

0
Yes No

In this question there were more positive responses by the experimental group than the
control group where most of the students need to read more than one time to understand
a text.

3. Do you predict the main idea of a text by reading its title?

18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

It is clear that a major percentage in both groups can predict the main idea of a topic by
reading its title.

4. Do you analyze the structure of a sentence when you read?

15
 14

12

10

8 Control Group
6 Experimental Group

0
Yes No

The major percentage of answers is negative in both groups, this shows that most of the
students do claim to not pay attention to the structure of a sentence when reading a text.

5. Do you use any technique when you are reading?

14

12

10

8 Control Group
6 Experimental Group

0
Yes No

The number of students who confirmed that they did not use any techniques when
reading a text is almost similar and is a big percentage, this confirm the necessity to teach
a technique.

6. Do you pay attention to the clues presented in a text?

16
 18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

Most of the students answered positively to this question especially in the

experimental group, although during the research it was found that most of the
students did not actually pay attention to the clues presented in a text.

7. Do you try to interpret the writer’s intention?

18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

The percentage of positively answer is higher than the negative, this difference is clearer in
the experimental group, but again when they have to put in practice this questions most
of the students failed to do it.

8. Would you like to improve your reading comprehension?

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 18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

The number of the students who wanted to improve their reading comprehension was the
same and in a huge number. It is important to notice that when they were asked if they
considered having a good reading comprehension the number of students who answer
positively was also the same and were more than the ones who answer negatively.

9. Do you know what inference is?

14

12

10

8 Control Group
6 Experimental Group

0
Yes No

As it can be seen most of the students in both groups answer that they did not what an
inference is.

10. Have you ever use inference when you are reading?

18
 12

10

8
Control Group
6
Experimental Group
4

0
Yes No

Al though most students both groups answered they did not know what infer
means, they claim to have used this strategy when reading a text.

3.8.2. Final Survey

1. Do you think you have a good reading comprehension?

12

10

8
Control Group
6
Experimental Group
4

0
Yes No

The number of students who answered positively to this question was minor from
the first survey after taking the inference test.

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Something different happened with the experimental group were the number of
positively answers increased after practicing and using the inference strategy.

2. Do you just need to read one time to understand a text?

12

10

8
Control Group
6
Experimental Group
4

0
Yes No

Here the number of students in the experimental group who answered positively
was also reduced. This increment is take in a positive way because it shows that
students understand that to really comprehend a text they have to do more that
read a text once but also analyze and pay attention to the clues.

3. Do you predict the main idea of a text by reading its title?

18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

20
There was not difference between the first and the final survey, the same number of
students responded positively and negatively.

4. Do you analyze the structure of a sentence when you are reading?

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
Yes No

The number of students who answered yes to this question was minor from the first
survey, this shows that the students who pay more attention to the structure of a
sentence when reading did not do it more since using the inference strategy where they
have to focus on the text.

5. Do you use any technique or strategy when you are reading?

14

12

10

8 Control Group
6 Experimental Group

0
Yes No

21
Here the number of students who confirmed using a reading strategy increases in
the experimental group after using the inference strategy. The contrary occurred in
the control group where the number of students who admitted using a reading
strategy was reduced after being asked to use the inference strategy.

6. Do you pay attention to the clues presented in a text?

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
Yes No

While in the experimental group after using and practicing the inference strategy
more students began to pay attention to the clues presented in a text, in the control
group more students noticed that they did not pay attention to the clues which
made increase the negative answers.

7. Do you try to interpret the writer’s intention?

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
Yes No

22
 There is a small difference between both groups in the positive and negative
answers. The experimental group that worked making inference reduce their
number of positive answers

8. Do you know what inference is?

18
16
14
12
10 Control Group
8 Experimental Group
6
4
2
0
Yes No

The number of students in the experimental group who after used and practiced inference
answered positively to this question is the three times more than in the first survey.
The number of students in the control group is also more than in the first survey but this is
because they have seen it but not used or practiced this strategy.

9. Have you ever use inference when you are reading?

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
Yes No

23
Here just four of the students of the experimental group answer negative, this is
because these students are who did not attend to the classes when their
classmates were practicing inferences.
The control group the difference is slightly but is not consider as guarantee of the
usage of the technique s itself but as being part of what they were asked to do in
the tests.

10. Do you know how to use inferences?

14

12

10

8 Control Group
6 Experimental Group

0
Yes No

The experimental group shows almost the same number of students who answered
the previous questions; here it is clear that the same students who were not
present when explaining inferences are the same who did not know how to use it.

11. Do you know why do you use inferences?

24
 14

12

10

8 Control Group
6 Experimental Group

0
Yes No

In this question it is clearer who are the students who did not why they use
inferences, this give more support to the research showing that the students who
really practiced and used inference can answer what it is, they have use it, and
know why it is important.

12. After this period of time, do you feel more capable to make inferences?

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
Yes No

A slightly difference where two students of the experimental group who did not
answered positively the previous three questions have done it here. Even they did
not know the what and the why, they know how to use the strategy of inference,

3.8.3. Entrance Test

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 10
9
8
7
6
Control Group
5
4 Experimental Group
3
2
1
0
A B C

The same number of students chose answer “A”, the difference is in the number of
students who chose the correct answer that is letter “B” in the control group were 4
students while in the experimental group were 5 students the contrary occurs in the
last answer.

3.8.4. Final Test

16
14
12
10
Control Group
8
Experimental Group
6
4
2
0
A B C

After practicing inference for a short time it is clear that the experimental group got
three times more the correct result than in the first test. As it can be seen the
number of students who chose the incorrect answer are the same ones who
answered negatively the last 4 questions of the final survey.

26
It is also easy to notice that in the control group the number of students who chose
the correct answer are less than in the first test. Of course this because they did
not use or practice the inference strategy.

3.8.5. Researcher Journal

27
Wednesday Thursday 7th Friday 8th Monday Friday 15th Tuesday 19th Wednesday20th Tuesday 26th
6th 11th
Taking Explanation Third practice Fourth Final practice Taking final
Giving entrance of the topic: Second with multiple practice. survey.
entrance Test to the Inference. practice. choice More difficult
Survey to experimental alternatives. The text was than the Taking final
the group. Analyzing Students a little more previous one. test.
experimental some already At the complicated
group. Students examples know how beginning than the Again students Students
Making clear requires with the read the text in were really
inferences students previous one.
to the more time students to less time than fast reading
work, they focus more in
than the make clear
students are eager to the unknown Students with the the test and
expected at how to use
they have to do the words in the took less previous ones. choosing
the inferences.
answer the
beginning. exercises text. Remark time to read They took more
their answer.
questions First more again what is the text. time to choose They seem
with their practice quickly. required to They had their answer. to be more
own with small make an some comfortable
knowledge. paragraphs. The
inference. problems to Just 3 students and
Any of the percentage
of correct Students choose their got the correct confident
students answer and than when
can answers divided answer.
support it with they took
complete were: between Most of the the right clues.
the whole answer A and students (11) the first test.
exercise. 2 correct : 3 The rest of the
D.10 students chose the
After 15 students chose answer incorrect students chose
minutes A. 8 students answer. between the
most of the 3 correct :8
chose answer other two
students do students
D the correct The rest (8) alternatives,
3 of the 6
4 correct : 2 one. of them although after
exercises.
students chose the checking with
Give some correct the whole class
There were
There were feedback
16 students answer and they noticed
of the 19’. 13 students. explaining support their that their
why letter D is answer with answer did not
the correct the clues have support in
answer, and presented in the text.
highlighting a text.
the clues the There were 18
text present The whole students.
to support the class was
answer. presented
during the
There were 18 practice.
students.

28
CHAPTER IV: THE FINDINGS

4.1. Research Findings

The main purpose of this research was the improvement of reading comprehension by the
use of inferences; it is considered that this objective was reached.
Although students were exposed only five days when they could practice making
inferences they got a big improvement of the strategy which means that when they were
reading the text they really comprehend the text so they were able to make inferences.

Another finding was that most of the students consider that they have a good reading
comprehension but when they have to demonstrate it, in this case making inference, they
are not able to do it.

Almost all of the students show their interest to improve their reading comprehension; this
demonstrates that they are eager to learn a way to do this improvement teacher should
take advantage of this and teach students strategies to get this improvement in reading
comprehension.

4.2. Discussion

4.2.1. Implications

The following are the most noticeable implications:

 The research shows that teacher should train their students with reading
strategies.

 A more detailed analysis should be done in order to know what other

strategies can be used to get an improvement in reading comprehension.

 To use the inference strategy should be important to work more in extra

reading materials not only in the reading presented in the books.

4.2.2. Limitations

The most important limitations for this research were the followings:

 The time it can be use during each class was limited to 20 minutes, where
students have to read. Make their inferences and then it had to be given the
feedback. It was a short time for the three activities.

29
  The absences of the students, during the five days of practice there was
only one day when all the students were in the class. The other days the
students who attended to classes were not the same.

 The research was not directly link with the course, it was give as extra
information, and so many of the students did not really put all their effort to
make improvements.

 The length of the research was insufficient to really know students’

progress, in cases where students have to face up with more complicated
readings.

4.2.3 Recommendations for further study

 Most of the students are not taught reading strategies, so it will important
that teachers pay more attention to this fact and try to train students in any
kind of reading strategy.

 During the moth students learn a unit there are only one or two reading
which answers are explicitly stayed in the reading, this fact do not give
opportunity to the student to develop any strategy or extra skill when they
are reading.

 Teacher should use extra reading materials that will challenge and force
students to use any strategy when reading, and help them to get a better
reading comprehension.

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CONCLUSIONS

Based on the results of my research, the use of inference strategy to provide a better
reading comprehension to the students, it was clear that the use of this strategy help
students to bet a better understanding of a text.

It is evident that after a short period of time practicing and using inferences students were
better able to make inferences, they knew that they have to pay attention to the clues
presented in a text and combine that information with their background knowledge. Since
students had to pay attention to the whole text and support their answers these lead them
to get a better reading comprehension.

I can conclude that although almost all the students get improvement comprehending and
making inferences in a text, they have not mastered that strategy. This means that the
strategy should be continued being teach, as a part in different reading activities.

It is also important to mention that students need to know and understand which the
importance of inferences is and why they have to use it. Teacher have to make clear to
students that inference will be a helpful strategy that they can use to get a better reading
comprehension, it is also important to give some guidance in the first practice showing to
the students how the strategy works and how to find the right clues in the text.

Based on students’ development I can conclude that a longer and more regular teaching
program using inference will be more beneficial for the students, not only helping them to
get a better reading comprehension by the use of inference but also by developing other
reading skills.

31
BIBLIOGRAPHY

Case study 1http://www.liketoread.com/read_strats_infer.php SCADO EL 06 – 01 2011 A LAS 02:34 PM

Case study 2www.gabrielatos.com/Inference.pdf

Case study 3http://www.brighthub.com/education/k-12/articles/58029.aspx#ixzz1GDUuszSz

First practicehttp://testprep.about.com/od/readingtesttips/a/1_Inference_Questions.htm

1. By Kelly Roell, About.com Guide

Secnd pratciue Test http://web.jjay.cuny.edu/~esl-rc/HTML/act/exmenu_Rinfer.html

Second
practichttp://www.testdesigner.com/questions/Making_Inferences_and_Drawing_Conclusions

Third fouth fifht http://web.jjay.cuny.edu/~esl-rc/HTML/act/exmenu_Rinfer.html

32
APPENDIXES

33
 Entrance Survey

Name :

Gender :

Age :

Occupation :

Date :

Cycle : SMI06

Shift : 9:00am – 10:30am

------------------------------------------------------------------------------------------------------------------------

34
Put an X in the answer that best fits you.

YES NO

1. Do you think you have a good reading comprehension?

2. Do you just need to read one time to understand a text?

3. Do you predict the main idea of a text from reading its

title?

4. Do you analyze the structure of a sentence when you

are reading?

5. Do you use any technique or strategy when you are

reading?

6. Do you pay attention to the clues presented in a text?

7. Do you try to interpret the writer’s intention?

8. Would you like to improve your reading comprehension?

9. Do you know what inference is?

10. Have you ever use inference when you are reading?

Final Survey

Name :

Gender :

Age :

Date :

Cycle : SMI06

Shift : 9:00am – 10:30am

------------------------------------------------------------------------------------------------------------------------

Put an X in the answer that best fits you.

YES NO

35
1. Do you think you have a good reading comprehension?

2. Do you just need to read one time to understand a text?

3. Do you predict the main idea of a text from reading its

title?

4. Do you analyze the structure of a sentence when you

are reading?

5. Do you use any technique or strategy when you are

reading?

6. Do you pay attention to the clues presented in a text?

7. Do you try to interpret the writer’s intention?

8. Do you know what inference is?

9. Have you ever use inference when you are reading?

10. Do you know how to use inferences?

11. Do you know why do you use inferences?

12. After this period of time, do you feel more capable

to make inferences?
Name:

Cycle: SMI06

Read the following text, answer the question and underline the sentences that lead
to the given inference.

Knowing that Mrs. Mallard was afflicted with heart trouble, great care was taken to break
the news of her husband’s death to her as gently as possible.
When her sister told her of his death, Mrs. Mallard did not hear the story as many women
have heard the same, wild abandonment, in her sister’s arms. When the storm of grief had
spent itself she went away to her room alone. She would have no one follow.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that hunted her body and seemed to reach her
soul. There was something coming to her and she was waiting for it, fearfully at first. She

36
did not know what it was for it was too subtle and elusive to name. But she felt it reaching
toward her through the sound, the scents, and the color that filled the air.
Her eyes were keen and bright. Her pulse beat fast as she realized the long procession of
years to come that would belong to her absolutely. And in that moment of illumination, she
opened and spread her arms out to them in welcome.

Based on the text, we can infer that:

a. Mrs. Mallard became momentarily insane when she learned of her husband’s
death

b. Mrs. Mallard had felt trapped in her marriage and was now glad to be liberated

c. Mrs. Mallard felt guilty about looking forward to the years to come

37
Wednesday Thursday 7th Friday 8th Monday Friday 15th Tuesday 19th Wednesday20th Tuesday 26th
6th 11th
Taking Explanation Third practice Fourth Final practice Taking final
Giving entrance of the topic: Second with multiple practice. survey.
entrance Test to the Inference. practice. choice More difficult
Survey to experimental alternatives. The text was than the Taking final
the group. Analyzing Students a little more previous one. test.
experimental some already At the complicated
group. Students examples know how beginning than the Again students Students
Making clear requires with the read the text in were really
inferences students previous one.
to the more time students to less time than fast reading
work, they focus more in
than the make clear
students are eager to the unknown Students with the the test and
expected at how to use
they have to do the words in the took less previous ones. choosing
the inferences.
answer the
beginning. exercises text. Remark time to read They took more
their answer.
questions First more again what is the text. time to choose They seem
with their practice quickly. required to They had their answer. to be more
own with small make an some comfortable
knowledge. paragraphs. The
inference. problems to Just 3 students and
Any of the percentage
of correct Students choose their got the correct confident
students answer and than when
can answers divided answer.
support it with they took
complete were: between Most of the the right clues.
the whole answer A and students (11) the first test.
exercise. 2 correct : 3 The rest of the
D.10 students chose the
After 15 students chose answer incorrect students chose
minutes A. 8 students answer. between the
most of the 3 correct :8
chose answer other two
students do students
D the correct The rest (8) alternatives,
3 of the 6
4 correct : 2 one. of them although after
exercises.
students chose the checking with
Give some correct the whole class
There were
There were feedback
16 students answer and they noticed
of the 19’. 13 students. explaining support their that their
why letter D is answer with answer did not
the correct the clues have support in
answer, and presented in the text.
highlighting a text.
the clues the There were 18
text present The whole students.
to support the class was
answer. presented
during the
There were 18 practice.
students.

38
 Inference

What does infer mean?

Background Knowledge + Clues = INFERENCE

Infer means to read between the lines, it is to pay attention to the clues, evidence, details,
facts and information provided in a text and combining it with our knowledge, experiences
and be able to provide logical conclusions supported by the text.

How do we infer?

When we have to male inferences we must act like detectives who look for evidence, detail
and facts, make judgments and add out personal experiences to get a conclusion.

Why do we infer?

Making inferences is required in order to understand and comprehend a text. We have to

have in mind that writers do not always say everything when they write a text, they want
readers to go further.

Look at the next example:

You are in a party with a friend; it is 2:00 in the morning, suddenly your friend approaches
you and yawns, he looks around bored and tells you “There are not very many people
here, the music is not good”. He yawns again and continues” I woke up early today; I have
to be at work at 7am”

Based on the evidence:

- He yawns

- He looks around bored

- He tells you he woke up early

- He tells you he has to work tomorrow morning

Your personal experience:

- When you yawn, it is because you are tired and bored

- If you wake up early, it is obvious that at 2:00 am you are going to be exhausted

- If you are bored, tired and exhausted. All you want to do at 2:00am is …….

The inference you make is: He wants to go home

39
A man ran after a retreating bus, waving his briefcase frantically.
Inference:

Jake almost wished that he hadn’t listened to the radio. He went to the closet and grabbed
his umbrella even though he would feel silly carrying it to the bus stop on such a sunny
morning.
Inference:

No, Honey, I don’t want you to spend a lot of money on my birthday present. Just having
you for a husband is the only gift I need. In fact, I’ll just drive my old rusty bucket of bolts
down to the mall and buy myself a little present. And if the poor old car doesn't break
down, I’ll be back soon.
Inference:

A woman walks into a hospital clutching her abdomen and cursing out her husband, who
trails behind her carrying a large bag.
Inference:

You have just gotten a pit bull puppy from an animal shelter. He’s lovable but nervous. If
you raise your voice for any reason, he cowers and trembles. If you scold him, he hides.
When you got him from the shelter, he had a slight limp and a deep scratch across his
nose.

What can you infer from the paragraph?

You are a high school student sitting in class when a substitute teacher walks in and
announces that your regular teacher is ill. Everyone in the class including you erupts in
applause. The substitute raps his knuckles on the desk for order, but the students ignore
him and talk louder.

What can you infer from the paragraph?

40
Mr. Smith goes to see his supervisor in the front office. “Boss”, he says, “we are doing
some heavy house-cleaning at home tomorrow, and my wife needs me to help with the
attic and the garage, mobbing and hauling stuff”

“We are short-handed, Smith”, the boss replies. “I can’t give you the day off”.

“Thanks, boos”, says Smith, “I knew I could count on you!”

What can we infer from the happiness of Mr. Smith?

It is Martha’s birthday. She is celebrating at a restaurant with her friend. After dinner, her
friend hands her a present. She eagerly tears the wrapping paper, opens the lid and sifts
through the tissue paper to reveal the gift.

Then, she exclaims, “Yellow? Why yellow?”

What can we infer from Martha’s reaction?

Jacob and Tristan go with their mother every Saturday morning. They love going and enjoy
the fresh food smells. Jacob always gets a little tired. It is a long morning of walking.

Can you infer where they were?

Justin grabbed the leash and quickly put it around Tooli’s neck. He stormed out the door
with Tooli coming right behind. He said, “Hurry up, Tooli. You are always so slow”. Justin
kept his head down and walked quickly down the road, not speaking to anyone he saw.

Can you infer how was Justin feeling and why?

41
This passage was adapted from The Handsomest Drowned Man in the World by Gabriel
Garcia Marquez. In "The Norton Anthology of Short Fiction" by R. V. Cassill. Norton &
Company, 1990.

But only when they finished cleaning him off did they become aware of the kind of man he
was and it left them breathless. He was the tallest, strongest, most virile, best built and
most handsome man they had ever seen. The tallest man’s holiday pants would not fit
him, nor the fattest ones’ Sunday shirt, nor the shoes of the one with the biggest feet.

Sitting in a circle and gazing at the corpse, they thought that if that magnificent man had
lived in the village, his house would have been the tallest, the widest, most attractive and
solidly built in the whole village. They thought he would have had so much authority that
he could have draw fish out of the sea simply by calling their names and that he would
have been able to plant flowers on the cliffs.

They were still wandering through that maze of fantasy when the oldest woman looked
upon the drowned man, who looked kingly and imposing, and sighed, “His name must
have been Esteban”.

It was true. Most of them only had to take another look at him to see that he could not
have had any other name. He was Esteban.

Based on the text, we can infer that:

a. Unlike Esteban, all of the other men in the village were small.

b. The villagers realized that they had known the drowned man.

c. The oldest woman is the one responsible for naming the members of the
village.

d. The name Esteban must mean something related to impressive stature and
commanding presence.

42
This passage was adapted from Great Rome: c. 500 B.C. – c. 500 A.D by Joseph Campbell. In “Occidental
Mythology: the Masks of God” by Joseph Campbell. Penguin Arkana, 1991 .

The Myths behind the Nativity Scene

According to the Bible, when Jesus was born in Bethlehem of Judea, three wise men,
called magi, came to Jerusalem from the East, saying, "Where is he who has been born
king of the Jews? For we have seen his star in the East and have come to worship him."
They followed the star which they had seen in the East until it came to rest over the place
where the child was. When they went into the stable, they saw the child who was to be
Christ the savior, the redeemer who would provide new life to humanity. He was with the
Virgin Mary, his maiden mother. When they saw him, they fell to their knees and
worshipped him. This is the origin of the Feast of the Magi, which is celebrated on January
6th.
The story of the birth of Christ shows striking similarities to the Egyptian festival of the birth
of the new Aion, which was celebrated on January 6 in Egyptian Alexandria. The new Aion
was a personification of Osiris, the Egyptian God of death and resurrection, who
represented the renewing vitality and fertility of nature, and was born of Queen Isis, "the
Maiden." Queen Isis is the Goddess of fertility who is sometimes represented as a cow
and her home as a stable. It is further said that in this festival there was also a bright star,
the star of Sirius (Sothis), whose rising on the horizon had been for millenniums the
watched-for sign of Aion's birth.
The present custom of celebrating the birth of Christ (the Nativity) on December 25 was
not instituted until the year 353 or 354 A.D. This was done under the Roman Pope
Liberius, possibly to incorporate two pagan traditions: 1) the celebration of the winter
solstice - the day that marks the return of the sun - which in those centuries was held on
December 25; 2) the festival of the death and resurrection of Mithra (a Persian god of light)
celebrated on that day. Celebrating the birth of Christ on December 25th allowed for
Christ, like Mithra, and the winter solstice, to be recognized as the risen sun.
Thus, we have two myths and two dates of the Nativity scene, December 25 and January
6, with associations pointing on one hand to the Persian and on the other to the old
Egyptian legends.

Based on the text, we can infer that:

a. The death and resurrection of Christ is a story made up in Egypt

b. The story of the death and the resurrection of Christ originally symbolized the cycle of
the death and rebirth as seen in nature

c. The author is implying that Christ died and resurrected on January 6th

d. The author is implying that Christ died in Egypt and resurrected as baby Jesus in
Bethlehem

43
This passage was adapted from Salvation from Langston Hughes. In “The Short Prose Reader,” 6th edition, by
Gilbert H. Muller and Harvey S. Wiener. McGraw-Hill Companies, 1991.

Salvation

I was saved from sin when I was going on thirteen. But I was not really saved. It happened
like this. There was a big revival at my Auntie Reed's church. Every night for weeks there
had been much preaching, singing, praying, and shouting, and some very hardened
sinners had been brought to Christ, and the membership of the church had grown by leaps
and bounds. Then just before the revival ended, they held a special meeting for children,
"to bring the young lambs to the fold." That night I was escorted to the front row with all the
other young sinners, who had not yet been brought to Jesus. My aunt told me that when
you were saved you saw a light, and something happened to you inside! And Jesus came
into your life! And God was with you from then on! She said you could see and hear and
feel Jesus in your soul. I believed her, so I sat there calmly in the hot, crowded church,
waiting for Jesus to come to me.
The preacher preached a wonderful rhythmical sermon, about the ninety and nine safe in
the fold, but one little lamb was left out in the cold. Then he said: "Won't you come? Won't
you come to Jesus? Young lambs, won't you come?" And he held out his arms to all us
young sinners there on the mourners' bench. But most of us just sat there, waiting to see
Jesus.
Finally all the young people had gone to the altar and were saved, but for one boy and me.
He was named Wesley. It was very hot in the church, and getting late now. Finally Wesley
said to me in a whisper: "God damn! I'm tired o' sitting here. Let's get up and be saved."
So he got up and was saved.
Then I was left all alone on the mourners' bench. My aunt came and knelt at my knees and
cried, while prayers and songs swirled all around me in the little church. And I kept waiting
serenely for Jesus, waiting, waiting—but he didn't come. I wanted something to happen to
me, but nothing happened. Nothing!
Now it was really getting late. I began to be ashamed of myself, holding everything up so
long. I began to wonder what God thought about Wesley, who certainly hadn't seen Jesus
either, but who was now sitting proudly on the platform, swinging his knickerbockered legs
and grinning down at me. God had not struck Wesley dead for taking his name in vain or
for lying in the temple. So I decided that maybe to save further trouble, I'd better lie, too,
and say that Jesus had come, and get up and be saved.
So I got up.
Suddenly the whole room broke into a sea of shouting; waves of rejoicing swept the place.
When things quieted down, in a hushed silence, all the new young lambs were blessed in
the name of God. Then joyous singing filled the room.
That night, for the last time in my life—for I was a big boy twelve years old—I cried. I cried,
in bed alone, and couldn't stop.

44
From the text, we can infer that the boy cried because:

a. He head let down his aunt, who believed Jesus could save him

b. He felt guilty about lying to everyone at the congregation

c. He was disappointed about not seeing Jesus

d. That night he lost his faith in God and Jesus

45