Charles Hulme|Margaret J. Snowling
The interface between spoken and written language: developmental disorders
University College London
review current knowledge reading development origins difficulties learning read distinguish processes involved learning decode print processes involved reading meaning reading comprehension cognitive level difficulties learning read appear predominantly caused deficits underlying oral language skills development decoding skills appears depend critically upon phonological language skills variations phoneme awareness lettersound knowledge rapid automatized naming appear causally related problems learning read reading comprehension difficulties contrast appear critically dependent range oral language comprehension skills including vocabulary knowledge grammatical morphological pragmatic skills