A skilled reader can understand and connect to relationships that are not explicitly stated in text. The process of making inferences can be divided into two categories: text and prior-knowledge-based. This paper offers examples of inference questions using the picture book, “It’s a Good Day” by Kevin Henkes, that teachers can use during shared book readings with emergent and reluctant readers.
Author Bio
Amy Davis, Ph.D., is an assistant professor at Eastern Illinois University in the department of Teaching, Learning, and Foundations. Her specialty is elementary literacy and English as a second language. Before finishing her Ph.D. at Kansas State University in 2018, Dr. Davis spent nine years as both a 4th and 5th grade classroom and English as a second language teacher and two years as an ESL Learning Coach for Wichita’s United School District 259. During her time at KSU, she worked with English teachers from Mexico, Ecuador, and Saudi Arabia. Dr. Davis is fascinated by children’s acquisition of a second language and their transition from listening and speaking to reading and writing. Her research includes the use of student-generated artifacts to develop and promote expressive language and reading/listening comprehension. She can be reached at addavis7@eiu.edu.
Recommended Citation
Davis, Amy
(2025)
"It’s “A Good Day” to Make Inferences: Helping Emergent and Reluctant Readers,"
Michigan Reading Journal: Vol. 57:
Iss.
2, Article 6.
Available at:
https://scholarworks.gvsu.edu/mrj/vol57/iss2/6