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Reading in pairs is a method teachers can implement to provide students with a means to learn off of each other. For example, partnering fluent readers with less fluent readers, or students with similar reading skills with each other, will allow the students to teach one another and thereby build a sense of camaraderie.

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The activity depicted by the picture below is a prime example of a literal learning strategy that teachers can implement within the classroom. Although this activity focuses more on story sequence, it also offers children the skills to enhance their comprehension skills by ordering the puzzles accordingly to how the story was read from beginning, middle and end. This resource provides children with the knowledge of comprehending the literal questioning of a story after it being read. Comprehension strategies can be referred to as thinking strategies or “metacognition”. By exposing students to group environments, a teacher can be aware of the student’s thinking process and thereby allow students to experience different ways of thinking (Hill, 2012).

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Literal and Inferential Picture Task Cards are recommended for teachers to use as a beginner’s tool in helping the student differentiate between these two comprehensive reading strategies. By using the picture task cards, teachers have an opportunity to provide a visual understanding of the fundamental differences between literal questioning and inferential questioning to the students. ACARA (2014) mentions that students gain a more thorough understanding of the subject literature by visualising the words they are reading, thereby strengthening their reading comprehension skills.

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Reading can be broken up into two major categories; recognition and comprehension.

Recognition involves the student being able to correctly distinguish the word, in terms of spelling and sound, whereas comprehension involves the student being able to understand the meaning and context of the word. Understanding the meaning of the text is the ultimate goal of reading (Hill, 2012). Teachers should be mindful of the literature they use within a classroom as they need to target both categories of reading. The texts must allow the student to not only recognize the spelling and sound of words, but also comprehend the context and meaning of the words and how they correspond with each other. Only by understanding the meaning of the words, can they understand the literal and inferential learning behind the learning material.

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Retelling the story has many benefits and merits which will help students engage in reading and provide their literacy growth (Flint, 2014). This strategy deals with retelling stories (narratives) since these provide an environment for students to interact orally. Teachers can use this strategy within the classroom to understand the richness of students' ability to synthesise, interpret and retell the text" (Anthony et al., 1991). Retelling stories can allow for students to mentally envision the literature and thereby allow them to understand the context and meaning of the text.  By understanding the literature, the teacher can further guide the student in understanding the literal and inferential questioning revolving around the text.

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Teachers have the opportunity to create effective worksheets in the classroom when planning for lessons. An effective worksheet can challenge students’ knowledge with questions and exercises that students can complete and record their answers. Teachers must ensure they are providing students with tasks that strengthen their understanding of literal and inferential comprehension when creating worksheets to achieve the desired learning they wish to see from the student. This strategy can also be used as an assessment tool for teachers to assess individual student learning development and be responsive to each student’s needs.

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Establishing independent reading time during class time provides the scaffolding needed for teachers to support students in their reading experiences, whether in oral or written form. This benefits the teacher to successfully combine the explicit teaching and learning of reading comprehension skills with the use of highly engaging and literacy rich media. Teachers can incorporate ICT literacy experiences in the classroom to develop an innovative approach for literal and inferential comprehension. Adopting this practice within lesson plans allows for students to develop the higher level of reading comprehension and thinking skills the current and future worlds require whilst working in their own comfort zone of student driven material selection. Developing a reading comprehension approach to the delivery of literacy classes and activities via interactive whiteboards or one-to-one iPad or laptop programs, can have drastic impacts on student engagement and achievement. The teacher ought to integrate motivating, focus-driven lesson plans to support students with the understanding of literal and inferential learning through an ICT method as a strategy that will help students become more involved in their learning. The skills being taught in the classroom by the teacher will also support the skills needed outside of school so that students are able to make the same or similar connections with selected reading materials at home. When teachers use ICT at school, it becomes easier for students to apply their knowledge not only in school but also as a skill in their every-day lives.