Which of the following techniques helps students model making inferences?

The technique of conducting interactive read-alouds followed by questions is effective in helping students model making inferences because it engages them actively with the text. During read-alouds, students hear the text read with expression, allowing them to focus on tone, emotion, and context, which are essential for understanding deeper meanings beyond the literal words on the page.

After the read-aloud, asking questions encourages students to think critically and draw upon their prior knowledge, experiences, and contextual clues within the story. This process of questioning promotes discussion, allowing students to practice articulating their thoughts and reasoning based on the information gleaned from the text. By discussing their inferences and providing textual evidence to support their ideas, students develop stronger comprehension skills and learn how to make connections that enhance their understanding.

In contrast, memorizing text does not facilitate inference-making, as it focuses solely on recall rather than understanding and analysis. Concentrating only on vocabulary limits the scope of inference-making, as it overlooks the context and the relationships between ideas that are critical for deeper comprehension. A word-for-word analysis tends to abstract the meaning from the content, making it harder for students to understand the narrative or the author's intent, which is essential for developing the skill of making inferences