Dyslexia is but one side of a coin, the other being normal, skilled reading. It might be expected that discussions about the nature or causes of dyslexia would be carried out within the context of attempts to understand the processes involved in the acquisition of normal, unimpaired reading. Although this is to some extent the case, it is not always so. Many researchers of dyslexia seem quite oblivious to developments within the field of reading research more generally (and vice versa). Yet for many it is intuitively obvious that a theory of normal reading acquisition provides an essential framework for consideration of dyslexic difficulties. Such a theory may be important in determining how reading difficulties are assessed and remediated (Seymour & Duncan, 1997).