As we recognize the neuronal high-wire act that the young brain has to accomplish to acquire reading, we as a society can begin to teach individual children. Some children need more help than others with one or more of the parts of reading. The more we learn about those parts, the better able we will be to teach all children. Within such a perspective there can be no one-size-fits-all instruction. Our expanding knowledge about the development of reading has the potential to contribute to two all-important goals: understanding the magnitude of the reading brain’s accomplishments, and improving
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