The types and categories of inferences made during reading comprehension process

Abstract

The aim of this study is to explain the main functions of inference types and categories in the process of reading comprehension and to exemplify them. Reading comprehension cannot be reduced to just the limited information in the text, and cannot be gained through application of linguistic processes. The target of reading comprehension is to create a coherent situation model. During the process of reading comprehension, readers create situation model and mental representations in their minds. Because the information from the text will not be adequate in forming a situation model, it must be elaborated by readers’ prior knowledge resource and must be integrated with this information as well. Varied inference types are needed in this process. Construction of this integration process is highly depended on the ability of readers’ inference, because it is essential to notify the relations between different parts of the text and to relate them with one another. Readers make inferences in order to interpret and understand the text in terms of its coherence and cohesion whether during the process or after it. If it is necessary to interpret and understand the text in terms of whether at local or global level, both bridging and elaborating inferences are needed. When studies related to inference types and categories are evaluated, there are different inference types and categories depending on information source.