chapter  7
32 Pages

Precocious Reading

I t is both parsimonious and plausible to assume that children's reading sys-tems vary in a consistent way across the full continuum of ability. There fore, we would expect that both performance level and proximal cause conclusions about differences between poor and average readers could be extended to contrasts between average and precocious readers. For example, if all poor readers are best characterized as having a core deficit in phonological processing (e.g., Share & Stanovich, 1995a, b) or, more narrowly, in ability to use the nonlexical route, then all precocious readers should have an advantage in such processing. However, the alternative dual-route conceptualization of poor reading we introduced in chapter 6 suggests a more complex image to be mirrored.