The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature,…

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…

Many individuals with poor reading comprehension have levels of reading comprehension that are consistent with deficits in their ability to decode the words on the page. However, there are individuals who are poor at reading comprehension despite being adequate at decoding. This phenomenon is referred to as specific reading comprehension deficit…

Educators and researchers have been interested in supporting sentence-level language comprehension for struggling readers, but it has been challenging to research. To investigate the properties of sentences that might be useful targets for future research in instruction and assessment, we coded several features of the items in a computer-adaptive…

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the…

This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English…

Children with epilepsy are at increased risk for language and reading difficulties. Phonological processing and language underlie reading success, yet their association with reading achievement in children with epilepsy is unknown. We assessed phonological processing, oral language, and reading in children (ages 6 to 12) with epilepsy (EP; n = 6),…

Students with Autism Spectrum Disorder (ASD) tend to struggle with reading comprehension, often resulting in difficulties with inference generation. While most of the previous research has focused on the product of comprehension, we report a preliminary validation of an experimental reading task in English to measure, by means of eye-movements,…

This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three…

The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the…

The current study investigated the hypothesis that implementing a mindfulness intervention could significantly alleviate anxiety caused by a deficit in reading comprehension, as well as improve trait mindfulness and efficacy. Students with reading difficulties enrolled in a corrective reading intervention program served as participants. All…

The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…