Inferencing skills can be advanced through the use of pointed, high-level questioning. "Future instruction aimed to positively impact students' inferential reading skills should focus on promoting metacognition and reference to text, expanding understanding of inference type, while employing strategies in various settings."

Best results are found by modeling the inferencing process, and then gradually releasing students to independence. "Higher cognitive questions are defined as those which ask students to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically-reasoned evidence."

There are multiple ways to teach inference: modeling reading strategies; question and answer sessions; using elements of the story; making inferences about words.

Student learning is enhanced with the inclusion of deeper level questioning. Pushing students to make inferences, and include evidence to support those ideas is essential to making students examine their thinking.

In order for students to develop solid inferencing skills, they first must be fluent readers. When fluency is attained, it frees their mind up for deep thinking about the content of the text, rather than working on the mechanics of reading.

Make students aware that they make inferences all the time, when they "fill in the blanks" in a text, through predictions and questioning.