This project asks three key research questions about children with comprehension weaknesses, relative to peers who were not identified as having reading difficulties in mid-childhood:
1. Are children with comprehension weaknesses less likely to meet national assessment targets as they progress through schooling?
2. How do children with comprehension weaknesses differ from their peers at the point of leaving compulsory education?
3. What are the higher education and employment outcomes for children with comprehension weaknesses at age 20?
We also compare their outcomes to children with decoding weaknesses, to benchmark performance against children whose reading difficulties are more readily recognised in the education system.
This project was conducted as Registered Report. The Stage 1 files include simulated data and preliminary analysis scripts. At Stage 2, we added updated analysis scripts and annotated output files.
