Difficulties in inferential comprehension in narrative texts among fourth-grade students

Abstract

Currently, reading comprehension is one of the main challenges facing the Chilean education system, particularly among fourth-grade students, who demonstrate difficulty in implicitly understanding narrative texts and making inferences while reading. In this context, inferential comprehension has gained prominence following the results of national and international standardized assessments conducted after the pandemic. In response to this issue, this article aims to analyze the theoretical contributions related to inferential comprehension and, thereby, propose a teaching model focused on strengthening this skill in the classroom. Similarly, reading is understood as an active process of meaning-making, involving students’ cognitive skills, prior knowledge, language use, and sociocultural context. Likewise, the main types of inferences found in narrative texts are described, emphasizing the teacher’s role as a mediator of strategies that foster the development of inferential comprehension and meaningful learning in the school context.