in which ideas are questioned and debated. In her keynote address to the European Association for Research on Learning and Instruction, Oakhill summarized key findings from research on reading comprehension. She emphasized that inference making is essential to both understanding vocabulary and reading comprehension. When readers (both adults and children) lack such skills, it affects their ability to understand what they are reading. Poor readers have difficulties thinking beyond the scope of the sentences before them and connecting notions between sentences. Such inference making is necessary to develop a coherent representation or mental model of the text. Oakhill stated that "Comprehension skills need to be taught. They don't just develop in all children." She called for changes in the way reading comprehension is approached. Oakhill has had long-standing research collaborations with Kate Cain, Alan Garnham, Nicola Yuill, and others. One of her widely-cited longitudinal studies focused on associations between working memory, inference making, comprehension monitoring, and reading comprehension in 8- to 11-year-old children. The researchers found that each of these variables predicted individual differences in reading comprehension at all ages, after controlling for vocabulary knowledge and decoding (word reading) skills. Other work, focusing specifically on children with fluent and accurate word reading who exhibit poor text comprehension, failed to find a single underlying factor that would explain the children's reading difficulties. Books Cain, K., & Oakhill, J. (Eds.). (2008). Children's comprehension problems in oral and written language: A cognitive perspective. Guilford Press. Cornoldi, C., & Oakhill, J. V. (Eds.). (2013). Reading comprehension difficulties: Processes and intervention. Routledge. Garnham, A., & Oakhill, J. (1994). Thinking and reasoning. Basil Blackwell. Garnham, A., & Oakhill, J. (Eds.). (2013). Mental models in cognitive science: Essays in honour of Phil Johnson-Laird. Psychology Press. Oakhill, J., & Beard, R. (Eds.). (1999). Reading development and the teaching of reading: A psychological perspective. Blackwell Science. Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge. Oakhill, J., & Garnham, A. (1988). Becoming a skilled reader. Basil Blackwell. Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge University Press. Representative publications Oakhill, J. (1982). Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73(1), 13-20. https://doi.org/10.1111/j.2044-8295.1982.tb01785.x Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54(1), 31-39. https://doi.org/10.1111/j.2044-8279.1984.tb00842.x Oakhill, J. V., & Cain,