abilities for reading comprehension, definite conclusions on the relative developmental sequence of local and global coherence inference cannot be reached. For reading comprehension, local coherence inferences are needed to establish links between words and sentences (e.g., anaphor). Global coherence inferences are required for readers to go beyond the text and integrate it with their general knowledge to fill the missing details and understand the text as a whole. In this study, we examined the development of both local and global inferences between and across grade levels. In this study, six short

narrative passages were selected, each constituting approximately 200 Chinese characters. We devised one literal, two local, and one global coherence inference questions for each text in the multiple-choice format. The results clearly showed that

both fourth and fifth grade students performed better than third grade students for both types of inferences. Additionally, fifth grade students had higher scores than third and fourth grade students for local and global coherence inferences. Cluster analysis of the inferences across grades indicated that students’ performance was not solely determined by their grade. Individual differences within grades and similar patterns across grades were observed. Cluster analysis results showed the existence of four groups. The results confirmed that comprehension is a complex process and that not all subskills can be

developed simultaneously. Not all students with high global inference ability are good at making local coherence inferences. Individual differences in the patterns of inference abilities are revealing and call for more research attention. The patterns revealed in this study can also serve as good foundations for reading instructions that emphasize individual differences.