A substantial amount of research has focused on children's reading development and reading problems, but in comparison there has been relatively little research into children's reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children's understanding of…

This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…

Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…

This article is based on the hypothesis that Reading Recovery teachers sometimes mistakenly reduce or withdraw their support once children have developed strategic processing capabilities and gained higher levels of text reading. It discusses structural characteristics of higher level texts and considers several types of processing demands…

A study investigated how a knowledge or lack of knowledge of basic text structures, such as comparison and contrast and cause and effect, contributes to the reading process in remedial adolescent readers. By observing a group of graduate students and through the close study of a few adolescent case studies, a researcher attempted to determine if…

Reading and understanding a text presents a variety of processing problems for L2 learners. The organizational pattern of a text has been considered by some researchers to have an important influence in this process. This article describes an experimental study of a group of Hong Kong schoolchildren and presents evidence that learners reading in…