Reading Inference

A course for teachers and educators focusing on developing inference skills as part of reading comprehension.

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Inference making has the largest direct effect on reading comprehension after controlling for word reading, vocabulary, and knowledge (Cromley & Azevedo, 2007) and a growing body of research suggests that inference making is one of the unique and significant predictors of comprehension (Ahmed et al., 2014; Cain et al., 2001; Hannon & Daneman, 1998; Kendeou et al., 2008). My own consultancy work with schools has shown evidence that teacher training on inference has a substantial impact on reading comprehension outcomes both at the expected standard and at greater depth.

The course blends deep theory with practical classroom actions. Course participants will grow their expertise, enabling them to improve their assessment of reading comprehension, pinpoint next steps of progress for their class and individuals, be aware of and effectively address barriers and plan highly effective, precise lessons.

Each person’s journey through this online course will look slightly different, depending on their role, for example as a teacher, reading leader, phase leader, SEND leader or teaching assistant.

The course is not designed to be completed all at once. Throughout, the emphasis is on moving between study and application: learning something, trying it in practice, reflecting on what happens and then building on it. It will take time for pupils to become familiar with new inference activities, and time for you to develop confidence in modelling, using think alouds, planning effective questions, giving feedback and identifying precise next steps for pupils.

Ideally, schedule dedicated study sessions in your calendar rather than trying to work through the course in one block. Components 1, 2 and 3 can be studied together; 4, 5 and 6 form a natural sequence; and 7–11 can either be completed individually or brought together into one study session. Allow additional time for 12 and 13, as these sections are intended to prompt deeper thinking, reflection and analysis. Aim to complete the course over two terms.

If you are a YEAR 6 teacher or READING LEADER, you may wish to complete sessions 1,2,3 and then jump to section 12, completing this and section 13 before jumping back to section 4.


The course includes 9 short tutorial videos, think pieces, CPD activities, and downloadable resources.


Your Instructor


Victoria Crane
Victoria Crane

Vicky is an independent school improvement consultant in the UK supporting primary school teachers and leaders. She delivers face-to-face courses, bespoke support in school and online courses with teachable. The extension to online courses means that more teachers and leaders can benefit from her expertise and experience. "Vicky is a fantastic trainer - very inspirational and knowledgeable." "Exceeded expectation and excited to share with school staff." "Useful resources and excellent activities that I have been able to use in twilight training sessions in school. Really enjoyed the training. Vicky is a generous and engaging course leader." "Great illustrations of how to really embed learning." Vicky understands how busy teachers are and designs courses that are very practical. She also understands the demands of being a leader and ensures courses enable best practice to be shared in school. Her passion is for raising attainment and closing attainment gaps, ensuring all children can succeed in education.


Course Curriculum


  Welcome
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  Introduction
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  Teaching Elaborate Inference
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  Deepening knowledge and expertise of inference
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  Assessing inference
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  Attending to pupil difficulties
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  Different ways of teaching and developing reading comprehension strategies
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  Example lesson planning
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  Evaluating the impact
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Frequently Asked Questions


When does the course start and finish?
You can begin immediately. It is a completely self-paced online course - you decide when you start and when you finish. Typically, a steady pace is across a couple of terms so that learning can be interspersed with practical application. A fast pace would be across a term, and for those wishing to work at a rapid rate, jumping to section 12 on the CPD plan would enable benefits to be maximised. You can return to the course again and again, revisiting previously completed sections.
How long do I have access to the course?
Access is 12-months.
What if I am unhappy with the course?
We would never want you to be unhappy! If you are unsatisfied with your purchase, contact us in the first 30 days and we will give you a full refund.
How does this course link to the Big 10
The Big 10 is a complete reading comprehension system, covering all the key skill areas of developing reading. It incorporates metacognitive elements and schools using the system have reported high impact - from improving pupils' enjoyment and engagement levels to attaining exceptional results at KS2. If you are using VIPERS it extends and adds a new level of maturity to the system being used. Inference is one of the Big 10. It is one of the more complex and critical elements of the Big 10, and in order for schools to benefit who are not yet ready to make the full switch to the Big 10, this stand alone course offers the opportunity to strengthen teaching and raise outcomes. If your school is interested in switching to the Big 10, consultancy and training packages are provided which can include face-to-face and online CPD. You can book a discovery session to see if it might be right for your pupils.
Can I print and download materials
Yes, booklets and resources can be downloaded and printed.

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