... Evidence clearly indicates that a number of language and cognitive skills are involved in discourse comprehension processes, including working memory (Daneman & Merikle, 1996;Kim Y.-S.G. et al. Florit et al., 2011;Kim, 2015Kim, , 2016Zwaan & Radvansky, 1998), inhibitory control (Kim & Phillips, 2014), attentional control (Conners, 2009;Kim, 2016), vocabulary Kim, 2015Kim, , 2016Kim, , 2017Strasser & del Rio, 2014), grammatical knowledge (Cain, 2007;Florit et al., , 2014Kim, 2015Kim, , 2016Kim, , 2017Kim, , 2020Senechal et al., 2006), inference-making (inference hereafter; Cain et al., 2004;Kendeou et al., 2008;Kim, 2016Kim, , 2017Kim, , 2020Lepola et al., 2012;Tompkins et al., 2013), perspective taking as measured by theory of mind (Kim, 2015(Kim, , 2016Kim & Phillips, 2014), comprehension monitoring (Kim, 2015Kim & Phillips, 2014Strasser & del Rio, 2014), and knowledge (topic/content knowledge (McNamara et al., 1996), text structure knowledge (Cain et al., 2004)). Not surprisingly, children who struggle with discourse comprehension have lower skills in these language and cognitive domains (Cain & Oakhill, 1999Ehrlich et al., 1999;Nation et al., 2004;Oakhill, 1984). ...