Reading outcomes at a national level have remained stagnant for more than two decades. One reason why is that the field has struggled with how to address poor reading comprehension when reading words is not the problem. Another is that limited insight into the causes of poor comprehension performance is offered by traditional reading comprehension…

Theories of reading comprehension have widely predicted a role for syntactic skills, or the ability to understand and manipulate the structure of a sentence. Yet, these theories are based primarily on English, leaving open the question of whether this remains true across typologically different languages such as English versus Chinese. There are…

The Poor Comprehender (PC) reading profile is characterised by difficulty comprehending text despite age-appropriate decoding skills. Risk for this profile is typically identified through static screening instruments measuring pre-existing knowledge, which may produce biased estimates for culturally and linguistically diverse children. In…

Background: Differentiating typical language development (TD) and developmental language disorder (DLD) in a bilingual context is difficult. The societal language is often the only mutual language of the child and the SLT. It has been shown that when assessing second language (L2) performance using tools developed for monolingual children,…