We review current knowledge about reading development and the origins of difficulties in
learning to read. We distinguish between the processes involved in learning to decode print …

To learn to read is to acquire a visual language skill which systematically maps onto extant
spoken language skills. Some children perform this task quite adeptly while others …

This chapter contains sections titled: Models of Reading Development Developmental
Disorders of Reading Reading Development in Children with Oral Language Impairments …

The hypothesis of this chapter is that phonological abilities are crucial for learning to read
and phonological weaknesses best explain reading failure. Although there is much …

The authors review current knowledge about the cognitive processes underlying the early
stages of word reading development. Recent findings in a variety of alphabetic languages …

Numerous phonological deficits are associated with reading disability. As the literature
attests, poor readers have been documented to have difficulties on measures of …

Provides an overview of state-of-the-art research on the science of reading, revised and
updated throughout The Science of Reading presents the most recent advances in the study …

The present article considers the contrast between conceptions of reading as a natural and
as an unnatural act, relying on the simple view of reading as a theoretical framework (Gough …

Our research and that of many others in the field for the past 15 years has persuaded us that
most problems in learning to read and write stem from deficits in language-related skills, not …

Castles and Coltheart (2004) argued that the causal link between children's underlying
phonological awareness and success in learning to read remains unproven. We argue that …