Prediction and inference are related comprehension strategies where a reader goes beyond the literal words on the page. Predicting means anticipating what will happen next based on clues in the text and prior knowledge. Inferring means reading between the lines — determining what is implied but not explicitly stated. Both strategies require active thinking, combining textual clues with background knowledge to construct meaning. Young readers benefit from explicit instruction and guided practice in both skills.
Teach prediction and inference with texts where clues are clear. Model thinking aloud: "The sky is dark and the wind is strong. I predict a storm is coming." Have students make predictions before and during reading, then check them as they continue reading. Use questions that promote inference: "How do you think the character feels?" "What does this tell us about the character?" Use picture books with visual clues to support inference. Practice with partners and groups where students explain their thinking.
When you read a text, you're not just receiving information — you're actively constructing meaning. Inferring and predicting are the primary ways you go beyond what is explicitly stated and engage in deeper comprehension.
Inference is reading between the lines. The author doesn't state everything. A character's emotion might be shown through description ("Her eyes filled with tears, her face crumpled") rather than stated directly ("She was sad"). A reader who infers can interpret these descriptions and determine that the character is sad, even without the word "sad." Similarly, causes and consequences are often implied. If a text says "The boy went to bed without eating his dinner" and later says "His stomach hurt in the morning," a reader can infer that hunger caused the stomach ache. The author didn't state this connection; the reader inferred it.
Prediction is anticipating what will come next. As you read, you're unconsciously making predictions: "The character is worried — I predict something bad will happen." "The protagonist has a talent for music — I predict music will be important to the story." "The villain is hiding a secret — I predict it will be revealed." Predictions are not random guesses; they're logical hypotheses based on textual clues and prior knowledge. The opening sentence mentions a lottery is coming. You predict it will be significant to the plot. A character is described as kind and generous. You predict she will help someone. These predictions keep you engaged, focused on what matters, and prepared for what comes next.
The relationship between prediction and inference is close: both involve going beyond literal text. But they operate in different directions. Inference interprets the present: "What does this already-present information mean?" Prediction anticipates the future: "What will happen next?" Both are essential to reading comprehension.
Why are these skills important? Because most texts don't spell everything out. Literature especially relies on readers' ability to infer and predict. An author writes that a character "slammed the door" — she's not stating "He was angry," but the reader infers it. A description of a dark forest and the howling wind might not explicitly state "Something bad will happen," but the reader predicts it. Readers without these skills are limited to only the literal information stated. They can't read between the lines, so they miss meaning. They can't anticipate, so they're always surprised and unprepared.
How are these skills taught? First, explicitly. A teacher models inferring: "The character is bouncing in his seat. That tells me he's excited." A teacher models predicting: "Storm clouds are gathering. I predict it will rain soon." Students practice with guided support, using anchor questions: "What does this tell us?" "What might happen next?" Over time, with practice in various texts, inferring and predicting become more automatic, and students engage in deeper, more meaning-filled reading.