How Imagination Builds Reading Comprehension

When children understand a story deeply, they are doing far more than reading words on a page. They are noticing clues, predicting what might happen next, working out how characters feel and filling in information that isn’t directly stated.

This is called inference.

Inference simply means using what we already know, alongside the clues we’re given, to work something out. For example, if a character is shivering and pulling their coat tight, the reader might infer that they are cold, even if the word cold never appears in the text. Strong readers do this automatically. But these skills don’t begin with books. 

This ability to “read between the lines” depends on what we already know, how well we understand emotions, and how flexibly we can think. Children begin developing these skills long before they read print, mainly through pretend play and storytelling. This is why children who struggle with comprehension often benefit from more imaginative play, not less.

What inference looks like in play

Children practise inferential thinking every day during play, often without adults noticing.

They are using inference when they:

• Decide why a character acted a certain way
• Predict what might happen next in a game
• Fill in missing parts of a story
• Attribute thoughts and feelings to dolls, figures or soft toys
• Change a storyline based on new information

When a child says, “The dragon is angry because someone took its treasure,” they are linking cause and effect. When they pause mid story and announce, “Oh no, she forgot her map!”, they are holding information in mind and adjusting the narrative. These are the very same mental processes used in skilled reading. Imagination is not a distraction from reading. It is a prerequisite for it.

Playful pathways for pre-readers

 

 

Before children can decode words independently, they are already learning how stories work. Examples of this could be:

• Acting out stories using toys
• Inventing backstories for characters
• Using language such as “maybe…”, “because…” and “I think…”
• Noticing small details in pictures and surroundings
• Exploring books that rely on visual storytelling

One particularly powerful tool is the wordless picture book.

Why wordless books are powerful reading tools

 

Wordless books remove the pressure of decoding text and instead invite children to construct their own narrative. Without written words directing them, children must look carefully, notice visual clues and decide what is happening.

This encourages:

• Prediction
• Explanation
• Flexible thinking
• Rich storytelling language

They are also especially useful for children learning English as an additional language (EAL) and for reluctant readers who may find text overwhelming. Visual storytelling allows children to access complex ideas without being limited by reading ability.

When sharing a wordless book:

• Let your child lead the storytelling
• Accept wildly imaginative interpretations
• Revisit the same book again; each reading often becomes deeper and more detailed

There is no single “correct” version of the story. Exploration matters more than accuracy.

Making inference playful at home

 

Supporting comprehension can happen naturally during shared reading and play.

Try:

• Pausing during a story to ask, “What do you think they’re thinking?”
• Asking, “Why do you think that happened?”
• Using toys to replay and change story events
• Encouraging your child to explain their ideas, even if they seem unusual

The goal is not to test children. It is to invite them to think. When children explain their reasoning, even with “maybe” or “I’m not sure but…”, they are strengthening the flexible thinking that underpins comprehension.

An inclusive approach

Imagination and inference can look different in different children.

• Autistic children may benefit from clear emotional cues and predictable story structures.
• Children with language needs may demonstrate inference through play before they can verbalise it.
• Visual thinkers often find it easier to infer meaning from images than from text.
• Anxious children may explore complex emotions more safely through fictional characters.

Imaginative play offers multiple pathways into understanding stories. It allows children to experiment with thoughts and feelings in a low pressure way.

The key takeaway

Reading comprehension is not just about sounding out words. It is about building meaning.

When children imagine what a character might be thinking or guess what could happen next, they are already developing deep comprehension skills, even if they cannot yet read independently. The foundations of inference are laid in dens built from blankets, in puppet shows on the sofa and in wildly inventive bedtime stories.

So if your child spends time inventing characters, narrating dramatic rescues or changing the ending of a familiar tale, they are not “just playing”, they are learning how stories work. And that is the beginning of becoming a thoughtful, confident reader.