ABSTRACT
Learning to read is the initial stage of becoming literate. The skills involved in reading can be quite complex, and different views exist on how children read and the relative importance of each of these skills and processes in reading. An understanding of different models of reading is essential in order for the teacher to make decisions about appropriate strategies for facilitating success in learning to read. Reading programmes and interventions are underpinned by different models of reading, and it is crucial to know what these are before deciding which programme or intervention to implement to address difficulties students may have with literacy.
