Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9-to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed. KeywordsExecutive function; Fluency; Oral language; Reading comprehension; Reading disabilities It is well established that many children and adolescents have inadequate reading comprehension (NAEP, 2003). Because comprehension of text is the ultimate goal of the reader, difficulty in reading comprehension has far-reaching consequences not just for school achievement but also for a student's future educational and occupational opportunities. Until recently, many researchers assumed that bottom-up skills (word recognition and decoding) were the predominate reason for difficulty with reading comprehension. Indeed, various independent researchers have demonstrated that if a reader is seriously deficient at decoding and recognizing words, this will necessarily impede successful comprehension (see Lyon,Correspondence to: Laurie E. Cutting. 1995;Torgesen, 2000). Furthermore, it is thought that not just accuracy in bottom-up skills is important but also their efficiency or speed as well. Slow word reading increases demands placed on other processes, such as working memory, which in turn poses difficulties for comprehending connected text and thus creates a processing bottleneck (e.g., Perfetti & Hogaboam, 1975;Perfetti, Marron, & Foltz, 1996;Wolf & Katzir-Cohen, 2001;Shankweiler, 1999). NIH Public AccessOther lines of research, however, suggest that reading comprehension deficits can arise for multiple distinct reasons, which include, but are not limited to, weaknesses in bottom-up skills (Cain & Oakhill, 2006;Catts, Fey, Zhang, & Tomblin, 1999;Biancarosa & Snow, 2004;Catts, Hogan, Adof, & Barth, 2003a;Leach, Scarborough, & Rescorla, 2003; McCardle, Scarborough, & Catts, 2001;Nation & Snowling, 2000Scarborough, 1990Scarborough, , 2005Snow, 2002). This is especially illustrated by the population of childre...

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Pediatric acquired brain injury (BI) not only affects the child with the injury, but also greatly impacts their family. Studies suggest there are higher rates of caregiver and sibling psychological distress after a child in the family has sustained a BI. Also, family functioning after BI impacts the child's recovery. In reviewing the literature, we identified seven theoretical clinical guidelines for working with families of children and adolescents with BI. These clinical guidelines are as follows: (1) select developmentally appropriate interventions, (2) match the intervention to the family, (3) provide advocacy, (4) provide injury education, (5) focus on family realignment, (6) appropriately adjust the child's environment, and (7) provide skills training to the family and child. The existing research on family interventions for BI is reviewed within the context of these theoretical guidelines, and the empirical support for each guideline is subsequently evaluated using specific criteria for empirically supported treatments. Unfortunately, very few randomized controlled studies exist, and continued research is needed to classify all clinical guidelines as "efficacious." In addition, continued research will aid in informing professionals of specific approaches to utilize when working with a family of a child with BI. Currently, clinicians and researchers can turn to the existing clinical guidelines to help address the numerous barriers posed by implementing and studying family interventions for pediatric BI.