Poor comprehensive readers: What do we know about their profile?

In this study 2867 Dutch speaking Belgian children from regular primary school classes from grade 1 to 6 were assessed on eading comprehension measuring the following subskills: understanding language on sentence level (verbal comprehension on icro level), inferencing within paragraphs (interpretation on meso level), inferencing within the complete text (interpretation on acro level), inferencing and predicting after reading the text (extrapolation) and memory. esults show that the cognitive profile of poor comprehensive readers and of children with dyslexia differs from the omprehensive reading profile of children in the control group.