Rethinking Reading Disorders: Language Foundations, Risk Pathways, and Protective Factors

Understanding how children learn to read requires a comprehensive understanding of language, phonology, cognition, and environmental factors. While phonological processing deficits have long been considered central to dyslexia (Snowling, 2000; Vellutino et al., 2004), growing evidence suggests that reading difficulties can emerge from multiple developmental pathways, influence by a diverse combination of risk and protective factors (Hulme & Snowling, 2016; Catts et al., 2017). These individual differences underscore why some children struggle primarily with decoding, others with comprehension, and many with both. The post Rethinking Reading Disorders: Language Foundations, Risk Pathways, and Protective Factors appeared first on ACAMH .