Reading on and between the lines : A study of inferences in a text conversation on a picture book.

The main purpose of the study is to see if there is a difference in level of inferences pupils do with different amount of teacher support during text conversations. The focus of the text conversations is making inferences and asking questions to the text with the purpose to make balanced inferences. The selected pupils were in grade three and took part in a text conversation on a picture book. The groups were, by the teacher, pre-divided into a group of weaker readers and a group with stronger readers. The differences between the groups was not known before the study and is therefore considered a coincidence. The lessons the groups took part in are based on David A. Kolb (1984) experiential learning model and the teaching model reciprocal teaching (RT). Together they are the foundation of the text conversations. RT focuses on reading strategies and the teachers role in the development of reading comprehension and Kolb focuses on the different phases of learning. The result from the two lessons are analysed with the purpose to find level differences in the inferences the pupils do on balanced inference questions and non balanced inference questions. The results from the two lessons are compared with the aim to see if there is a difference between lessons with more teacher support, and lessons with less teacher support. The study shows that there is a difference in inference levels between the two lessons and the conclusion is that it is necessary to give weaker readers greater teacher support. This is then transmitted to concern all students in their early reading because a greater teacher support in learning reading strategies gives a better reading comprehension