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In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 359–376

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Children with specific text comprehension problems

 | University of Sussex
 | Lancaster University
Published online: 14 August 2017
DOI logo with link
https://doi.org/10.1075/swll.15.20oak
Article outline
  • Background
    • Reading comprehension: what’s involved?
    • Models of text comprehension
    • Who has text comprehension difficulties?
  • The research base supporting word-level and text-level sources of comprehension failure
    • Knowledge of word meanings: A critical ‘word-level’ skill
    • Inference making: A critical ‘text-level’ skill
  • Bringing things together: A more coherent model
    • Vocabulary and inference making: How might they be related?
    • What is vocabulary knowledge: A deeper look?
    • Evidence that vocabulary supports inference making
    • Evidence that inference making supports vocabulary development
  • Concluding comments
  • Note
  • References
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