ABSTRACT
This chapter outlines common assumptions that are made about how complex skills develop. It includes notions regarding the effect that the development of spoken language has on literacy development, the impact of different methods of instruction on reading and writing, and the contested nature of dyslexia. The chapter evaluates the evidence that supports those assumptions and teaching practices that have arisen from them. It shows that being equipped with a better understanding of the complex cognitive processes involved in literacy will enable the improvement of life chances and experiences for a great many children and encourage them to enjoy reading and writing irrespective of the many challenges. The chapter discusses that the development of memory processes, spoken vocabulary knowledge and the use of sub-vocalisations were all found to be important predictors of literacy development and, by extension, educational outcomes over time. It explores how that fluency is related to a number of key factors, including self-talk, vocabulary, self-esteem and memory.
