chapter  8
12 Pages


O ur central goal in writing this book was to look across several different populations of atypical readers and to use this broad perspective as a context for testing and extending a particular theory of reading. In framing this synthesis, we have paid special attention to some conceptual and methodological issues that often are muddled in discussions of reading and reading acquisition. We have summarized our favored dual-route model of skilled reading, the dual-route cascaded (DRC) model, and considered its application to acquired dyslexia, beginning reading, poor reading in children, and precocious reading. Now, the time has come to review our arguments and see whether we have reached our goal.