In the course of 30 years or so, the idea that reading words requires phonology has
ascended from a minority view to one with such a substantial majority that it now amounts to …

Picture a 6-year-old puzzling out the printed word island. For this child, the printed form of
the word is not entirely familiar and requires effortful decoding. First the child says/i... i …

The important contributions of phonological skills and knowledge to the process of learning
to read are firmly established. The seminal insights of Shankweiler and his colleagues at …

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 …

This monograph originated from an invitation to prepare a symposium on reading and
language processes for a meeting of the International Academy for Research on Learning …

Research into reading development and reading disabilities has been dominated by
phonologically guided theories for several decades. In this volume, the authors of 11 …

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 …

Research on reading has tried, and failed, to account for wide disparities in reading skill
even among children taught by the same method. Why do some children learn to read easily …

My interest in the psychology of reading and the problem of early reading disability began in
1977, when I was nearing the completion of a doctoral thesis on a very different topic. In the …

During the past four decades, dyslexia research has been dominated by the phonological
deficit hypothesis. According to this view, the causes of word-level reading impairments can …