Development of the knowledge and processes supporting identification and understanding of written language. Word recognition, fluency, language comprehension and their coordination can change at different rates; one endpoint can conceal different trajectories.
Experiences and resources associated with early literacy, including shared books and direct teaching. These activities can relate to different language and reading pathways; observational associations are not prescriptions guaranteed to cause the same outcomes.[ref]
Parental involvement in the development of children's reading skill: a five-year longitudinal study by Monique Sénéchal and Jo-Anne LeFevre. Child Development 73, 445–460; 168 middle/upper-middle-class children, home activities and distinct language/literacy pathways
Persistent difficulty in an aspect of reading with functional consequences, assessed in context. Word-level difficulty and poor comprehension despite adequate decoding are distinct possible profiles.
An account in which several probabilistic risks and protective influences combine rather than one deficit being necessary and sufficient for every case. Shared risks can produce overlap while differing profiles retain practical meaning.[ref]
Are Specific Language Impairment and Dyslexia Distinct Disorders? by Hugh W. Catts and others. Journal of Speech, Language, and Hearing Research 48, 1378–1396; 527-child longitudinal sample and separate phonological-profile subsample
Co-occurring word-reading and broader oral language difficulties. Studies selecting nonoverlapping groups are useful contrasts but do not describe the full distribution of mixed profiles.[ref]
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension by Margaret J. Snowling and others. Journal of Child Psychology and Psychiatry 61, 672–680; dyslexia-only, DLD-only and comorbid groups at eight, comprehension at eight/nine
Poor understanding of text despite relatively adequate word-reading accuracy. Assessment should examine oral language, fluency and higher-level processes rather than infer a single cause from the profile.[ref]
Ameliorating children's reading-comprehension difficulties: a randomized controlled trial by Paula J. Clarke and others. Psychological Science 21, 1106–1116; text/oral/combined interventions, untreated comparison and eleven-month follow-up
A developmental pattern centred on difficulties in accurate or fluent word reading and spelling. It is not synonymous with every comprehension problem, nor necessarily an isolated phonological deficit.
Teaching intended to develop written language skills. A learning principle must be evaluated through specified content, exposure, support, assessment and follow-up rather than inferred from an instructional label.
Teaching relations between written units and speech sounds, including their use in decoding and spelling. The actual mappings, practice and integration with text reading define the intervention.
The proposal that phonological work benefits reading most when linked to reading instruction. A matched-group intervention found greater reading progress for integrated work, even though phonology-only work particularly improved phonological tasks.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
Instruction or practice emphasising relations between written forms and meanings. Its effects must be assessed separately on trained items, unfamiliar-word reading and comprehension.
Instruction or practice emphasising relations between written forms and pronunciations. It can organise the input available for statistical learning, rather than being opposed to learning from regularities.[ref]
Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography by Joanne S. H. Taylor and others. Journal of Experimental Psychology: General 146, 826–858; 24 adults, two novel scripts, eight-day training, generalisation and fMRI
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