An Evidence-Based Approach to Teach Inferential Language during Interactive Storybook Reading with Young Children
EBP Briefs
Kelley, E. S. (2015).
EBP Briefs, 10(3), 1-10.
This review investigates the effects of interactive book-reading intervention on inferential question-answering in young children with or without language difficulties.
Substantial evidence was found to support the effectiveness of interactive book-reading in young children, but few studies were found to examine teaching inferential language within this intervention. "The small number of studies available suggests that strategies such as prompting for responses to questions, modeling appropriate responses, and including 'think aloud' explanations of responses may be appropriate for teaching inferential question-answering in young children" (p. iii).
