A substantial population of children and adolescents struggle with reading comprehension despite adequate phonemic decoding (word-level reading) and intellectual ability. Individuals with this pattern of performance are considered to have specific reading comprehension deficit(S-RCD).Despite two decades of study on the profiles of behavioral performance associated with S-RCD, there is no current consensus on the causal mechanisms of the disorder. Recent progress in identifying such mechanisms includes studies that have utilized comprehension age match and longitudinal designs which have identified several comprehension subskills that are predictive of S-RCD development. However, disagreement persists over which deficits are core to S-RCD, which are comorbid and which are simply a consequence of poor comprehension. Further, almost no research on this disorder has sought to identify neurobiological endophenotypes that may enhance our understanding of causal mechanisms. Here, we offer a review of the literature on core language and higher-level language deficits associated with S-RCD, including studies that examine the neurobiological basis of this disorder. What emerges is a relatively consistent pattern of subclinical impairments across a range of comprehension subskills that may put pressure on the complex process of reading comprehension. These subskills include semantic and grammatical processing, inference making, and other higher-level language skills such as comprehension monitoring. This disorder also appears to have a neurobiological basis, though further study is needed to establish the precise disruption in neurocircuitry. Suggestions for further research include the continued use of online, temporally-sensitive measures such as eye-tracking and event-related potential, additional studies of the neurobiology of the disorder, as well as longitudinal tracking and identification of early behavioral and brain markers for S-RCD prior to formal schooling.

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了解特定的阅读理解能力不足：评论

尽管有足够的音位解码（单词级阅读）和智力，但仍有相当数量的儿童和青少年在阅读理解方面挣扎。具有这种表现方式的个体被认为具有特定的阅读理解缺陷（S-RCD）。尽管对与S-RCD相关的行为表现进行了二十年的研究，但目前尚无关于该病因果机制的共识。在识别这种机制方面的最新进展包括利用理解年龄匹配和纵向设计的研究，这些设计已经确定了几种预测S-RCD发展的理解亚技能。但是，对于哪些缺陷是S-RCD的核心，共病并仅是理解力差的结果，仍存在分歧。进一步，几乎没有关于这种疾病的研究试图确定可能增强我们对因果机制的理解的神经生物学内表型。在这里，我们提供了有关与S-RCD相关的核心语言和高级语言缺陷的文献的综述，包括研究该疾病的神经生物学基础的研究。出现的是在一系列理解亚技能上相对一致的亚临床损伤模式，这可能给阅读理解的复杂过程带来压力。这些子技能包括语义和语法处理，推理和其他高级语言技能，例如理解监控。尽管需要进一步的研究来确定神经回路的确切破坏，但这种疾病似乎也具有神经生物学的基础。