READING, INFERENCE, AND MEANING CONSTRUCTION

This article examines the role of inference in reading comprehension from Psycholinguistic and textual-linguistic perspectives. Reading is understood as an active meaning-making process resulting from the interaction between text, reader, and context. Based on this framework, the study presents a theoretically grounded didactic proposal using the song genre to exemplify how guided reading practices can foster inferential competence in school contexts. Rather than reporting empirical data, the article offers a formative pedagogical activity that integrates reading, listening, and reflection, emphasizing teacher mediation and the potential of music as a meaningful resource for developing active, reflective readers.