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Inference Galaxy is a digital learning resource that teaches and assesses inference-making skills for K-2 students.

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Minnesota Inference

What: Assessment
Who: Grades K-2

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Early Language Comprehension Individualized Instruction

What: Tier 1 Instruction
(Whole Class)
Who: Kindergarten

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Technology-Based Early Language Comprehension Intervention

What: Tier 2 Intervention
(Struggling Students)
Who: Grades 1-2

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The cornerstone of elementary education is teaching young students to read. Teaching children ‘how to read’ is a multifaceted, complex process and should include a foundation comprised of phonemic awareness, letter names and sounds, decoding, word identification, fluency, vocabulary, and comprehension.

Research suggests that inference making is one of the unique significant predictors of reading comprehension but currently is not widely included as one of the building blocks of reading instruction.

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Inference Galaxy is an innovative, evidence based, online toolkit that aims to train inference making in the context of a MTSS framework. The overall goal is to provide high quality instruction with differentiated support for individual students.

Evidence shows that there is no one size fits all and more and more, educators are required to differentiate instruction at the individual student level. All Inference Galaxy tools are designed to improve reading comprehension of all students in grades K-2, for general education classroom use.

All resources are developed in an interactive web based environment that can be implemented during independent learning or center based instruction.

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Why inference making to teach reading?

An inference is information that is retrieved from memory or generated during reading to fill in information that is not in a text. Fluent readers do so almost intuitively, struggling readers do not.

Reading researchers have examined the conditions under which inferences are generated. Findings have revealed that inference making is one of the unique, significant predictors of reading comprehension, with some studies indicating a causal link from poor inference making to poor reading comprehension (Oakhill & Cain, 2012).

We consider inference making a foundational component of reading comprehension, which in turn serves as a prerequisite in the development of fluent readers.