The psychological investigation of normal and abnormal reading acquisition followed distinct paths for many years. Research on normal acquisition focused on word decoding and comprehension processes underlying reading activity, using sophisticated information-processing methodology (Perfetti, 1985). In contrast until recently, scientific study of reading disorders (especially developmental dyslexia) suffered from a lack of coherence in working definitions, theoretical framework, and methodology (Vellutino, 1979). During the last decade, an important convergence of perspective and approach between the two fields has been growing. For the first time the possibility is emerging of a common, integrative effort to understand how children learn (or do not learn) how to read.