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These profiles differed in the children's abilities to process three types of textual information: literal information, text\u2010connecting inferences and gap\u2010filling inferences. The results showed that all the profiles improved significantly after the training on the question type that had caused them the greatest amount of difficulty on the pretest. In addition, factors that could a priori<\/jats:italic> predict the effectiveness of the programme were investigated by comparing children who benefited from the instruction (responders) with those who did not benefit (nonresponders). Before instruction, these children differed in their lexical knowledge level and logical reasoning skills, but not in their memory or comprehension\u2010monitoring abilities. 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