Year 1 English · Key Stage 1 · Reading – comprehension

Year 1 comprehension: inference, prediction and checking sense

Reading is more than saying the words correctly. In Year 1, children begin to understand what they read and hear by using what they already know, checking that the words make sense, talking about the title and events, working out things the text doesn’t say outright (inference) and predicting what will happen next. These are the first steps towards the comprehension skills tested at the end of primary school.

Understanding what we read and hear, explained

Understanding starts with what a child brings to a book. If a story is set on a farm, a child who has visited one has a head start. Teachers know this, so before reading they often supply background information and new vocabulary: a quick chat about what a lighthouse is, for example. This applies to books children read themselves and to books read aloud to them, and the aim is the same for both: make sense of the text.

Children are also taught to check that what they read makes sense, and to correct themselves if it doesn’t. A child who reads “the dog had a big bone” as “the dog had a big bun” and carries on is not monitoring meaning. Teachers encourage a habit of stopping to ask “Did that sound right?” and going back. Noticing a mistake and fixing it is a sign of a good reader, and it is a skill worth praising.

Inference means working out something the writer hasn’t said directly, using clues in the words and pictures along with what the child already knows. If a character puts on wellies and takes an umbrella, we can infer it is raining. In Year 1 this starts with simple, concrete questions and with talk about what characters say and do. Teachers sometimes use role play, with children acting out a character’s feelings, to help them step into the story.

Children also discuss the significance of the title and of key events. They ask what a title suggests, whether it fits the story, and why something that happened mattered. And they predict what might happen next using what they have read so far. A prediction is not right or wrong when it is made; it is an idea to test as the story goes on. Talking about the meaning of newly decoded words feeds directly into these early inference skills.

Words your child will hear

Comprehension: Understanding what you read or hear.
Inference: Working out something that isn’t said directly, using clues and what you already know.
Predict: Say what you think will happen next, using what you have read so far.
Clue: A word, picture or detail that helps you work something out.
Title: The name of a book, story or poem, which often hints at what it will be about.
Make sense: When the words fit together so that they mean something.
Background knowledge: What you already know that helps you understand a new story or fact.

What the National Curriculum says

In Year 1, pupils should be taught to:

Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher
Understand books by checking that the text makes sense to them as they read, and correcting inaccurate reading
Understand books by discussing the significance of the title and events
Understand books by making inferences on the basis of what is being said and done
Understand books by predicting what might happen on the basis of what has been read so far

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: working out what the text doesn’t say

Your child reads, or hears: “Mo put on his wellies and took his umbrella. He splashed out of the door.” The book is called “Mo and the Big Puddle”. What can they work out and predict?

Start with the title. Ask “What do you think this book is about?” A child may say Mo will jump in a puddle. This is a prediction made before reading even begins.
Read the two sentences and ask a question that isn’t answered in the words: “What is the weather like?” Wait. Many children will say “It doesn’t say”.
Show them how to find clues. Point to “wellies”, “umbrella” and “splashed” and ask what each is used for. Wellies keep feet dry, an umbrella is for rain, and splashing happens in water.
Model the full answer: “I think it is raining, because Mo put on wellies and took his umbrella, and he splashed.” The pattern is: I think… because… Children soon use it themselves.
Predict what comes next, then read on to check. “I think Mo will find a big puddle and jump in.” If the story goes a different way, talk about it: “I thought… but actually…”

A good answer is: “I think it is raining, because Mo has wellies and an umbrella and is splashing.” The child has used clues plus what they know.

Common mistakes and how to help

“It doesn’t say, so I can’t tell”

Early reading questions are usually about what is written on the page, so children can think every answer must be in the text. Inference feels like guessing.

What helps: Show that it is a different sort of question: clues plus what I know. Use the frame “I think… because…” and ask for the clue each time.

Thinking a prediction that doesn’t come true means they are ‘bad’ at reading

Children can feel embarrassed if the story goes another way. They may stop predicting so they don’t risk being wrong.

What helps: Say that a prediction is an idea to test. Enjoy surprises: “Ooh, I didn’t expect that either.” Praise a child who changes their mind in the light of new information.

Reading on after a word that doesn’t make sense

A child focusing hard on sounding out words may not listen to themselves. “The cat sat on the mug” sounds fine as a string of words, even if the picture shows a mat.

What helps: Look at the picture, or ask “Does that sound right?” Praise self-correction. A child who goes back and fixes a word is showing good reading habits.

Assuming that reading aloud smoothly means they have understood

Some children are good at decoding and sound fluent but are concentrating on the words, not the story.

What helps: Ask one quick question every page or two. “Why do you think she did that?” works well. If they can’t answer, reread the part together and talk about it.

How to help at home

Predict at the cover. Before opening a new book, look at the title and cover and ask “What do you think will happen?” Return to the prediction at the end and talk about how close it was.
Pause on a page and ask “How do you know?”. When a character looks sad, shivers or hides, ask how your child knows. Pointing to a picture or a word as the clue is the beginning of inference.
Play ‘guess the weather’ and other clue games. Describe a scene without naming it: “I’m wearing a hat, a scarf and gloves. It’s…?” Swap roles. Children enjoy being the one who gives the clues.
Take on a character’s role. After a story, take turns being a character and answering questions: “How did you feel when the wolf came?” Acting it out helps children understand why characters do what they do.
Use a stop-and-check habit. If your child misreads a word, say “Hmm, does that make sense?” rather than telling them the word. Waiting a few seconds lets them notice and fix it.

Leads on to

Year 2: Stories, poems and non-fiction
Year 2: Favourite words and poems by heart
Year 2: Understanding what we read
Year 2: Discussing books and poems