Charles Hulme|Margaret J. Snowling
Learning to Read: What We Know and What We Need to Understand Better
University College London|University of York
abstract authors review current knowledge cognitive processes underlying early stages word reading development recent findings variety alphabetic languages converge conclusion 3 cognitive foundations learning read lettersound knowledge phonemic awareness rapid automatized naming skills deficits skills appear causally related problems learning read deficits lettersound knowledge phonemic awareness appear remediable suitable teaching authors argue evidence important practical implications early education diagnosis treatment children reading difficulties