What is a recommended strategy for students who have trouble making inferences about text?

Teaching students to activate background knowledge before reading is a highly effective strategy for aiding comprehension and improving their ability to make inferences. When students tap into their existing knowledge, they can better connect new information with what they already understand, making it easier to draw conclusions and make inferences from the text. This process provides a mental framework that helps students understand the context of what they are reading and can enhance their engagement with the material.

By encouraging students to recall relevant experiences, concepts, or previously learned information related to the text, they are better equipped to interpret nuances and read between the lines. This strategy not only supports inference-making but also fosters critical thinking skills and deeper comprehension of the material overall.

In contrast, options that focus on limiting exposure to unfamiliar texts, disregarding prior knowledge, or reading without further discussion would not effectively support inference skills and comprehension. Such approaches may hinder students' ability to engage with new ideas and understand the text more deeply.