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Castles and Coltheart (2004) argued that the causal link between children's underlying phonological awareness and success in learning to read remains unproven. We argue that the balance of evidence does favor such a causal link. We also argue, however, that learning to read depends on broader language skills and that, like other aspects of development, it needs to be seen in the context of a multicausal system. Copyright © 2005, Lawrence Erlbaum Associates, Inc.

Original publication

DOI

10.1207/s1532799xssr0904_2

Type

Journal article

Journal

Scientific Studies of Reading

Publication Date

24/11/2005

Volume

9

Pages

351 - 365