What is this issue called? Reading comprehension doesn't seem quite right.

[happymainemom]

My daughter 7yrs seems to have always been a little slower on the reading comprehension areas. She needs a lot of prompting, repeating, and "leading" to get an answer or idea. I'm fine with that if I have to do it and it produces growth in her thinking. She reads alright, but is not an advanced reader.

She sometimes has trouble answering questions like, "Where did the boy go? What was he carrying?" but also things like, "Why do you think....." or "Why would Ma and Pa worry about a blizzard?" This isn't just in books, but also in everyday conversations and situations.

Is this deductive reasoning? Reading comp? (but it isn't always have to do with something we had read) Just lazyness? Auditory learning vs visual learning?

Simplest level of deductive reasoning is--baby cries, mommy feeds/rocks/etc. Stove is hot, hot things hurt, so I don't touch the stove. Gets more difficult from there and sometimes she doesn't make that connection.

Can anyone tell me what this would be called? or knows more specifically what I'm talking about? I'm not talking about a learning disorder or disability, just something I want be aware of in what I'm teaching and helping her with. We do lots of reading, writing, narration and discussion.

Thanks!

Edit for afterthoughts: I feel I should say that she isn't behind in anything, very smart and responsible for her age, likes things to be perfect and correct, and generally I have no educational/teaching issues with her as I did with my son. So this is really the area that stands out to me. :-)

[Jean in Newcastle]

Reading comprehension questions are often divided into those that deal with facts (factual) and those that are inferential. I've tutored kids with problems in this. It is really good that you are doing a lot of narrating. That works on factual understanding really well but of course can touch on the inferential.

I did little exercises with my students: I'd put out an object and ask them to describe it: size, shape, color, texture, sound, smell.

I'd ask them to describe an activity from memory: tell me how to make a peanut-butter sandwich. If you want to really hone in on accuracy, try making the sandwich from their description (don't infer anything!) The resulting "sandwich" can be pretty funny!

I want to just mention though, that children can have sudden blips in common sense, common deductive ability etc. "Ummm. Why did you think it would be a good idea to paint the baby in honey?!" It has nothing to do with their academic ability - I think their brain goes on little vacations!