Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to…

There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique…

Background: Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods: We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia,…