Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underline successful comprehension. This book may serve as a text in graduate-level courses within programs in education, communication sciences and disorders, and psychology. This book is divided into the following four parts and 10 chapters: Part I, Comprehension Processes and Impairments in Typically Developing Children, contains: (1) Introduction to Comprehension Development (Jane Oakhill and Kate Cain); and (2) Reading Comprehension Difficulties: Correlates, Causes, and Consequences (Kate Cain and Jane Oakhill). Part II, Comprehension Impairments in Children with Developmental Disorders, contains: (3) Comprehension Difficulties in Children with Specific Language Impairment and Pragmatic Language Impairment (Nicola Botting); (4) Language Comprehension Difficulties in Children with Autism Spectrum Disorders (Susan Leekam); (5) Story Comprehension Impairments in Children with Attention-Deficit/Hyperactivity Disorder, (Elizabeth P. Lorch, Kristen S. Berthiaume, Richard Milich, and Paul van den Broek); and (6) Reading Comprehension and Working Memory in Children with Learning Disabilities in Reading (H. Lee Swanson, Crystal B. Howard, and Leilani Saez). Part III, Comprehension Impairments in Association with Neurological Damage and Sensory Impairment, presents: (7) Comprehension in a Neurodevelopmental Disorder, Spina Bifida Myelomeningocele (Marcia A. Barnes, Amber M. Johnston, and Maureen Dennis); (8) Impaired Discourse Gist in Pediatric Brain Injury: Missing the Forest for the Trees (Lori G. Cook, Sandra B. Chapman, and Jacquelyn F. Gamino); and (9) The Comprehension of Skilled Deaf Readers: The Roles of Word Recognition and Other Potentially Critical Aspects of Competence (Leonard P. Kelly and Dragana Barac-Cikoja). Part IV, Conclusions, contains: (10) Cognitive Bases of Children's Language Comprehension Difficulties: Where Do We Go from Here? (Kate Cain and Jane Oakhill).