ABSTRACT
This chapter examines some theoretical perspectives about the process of learning to read and summarizes some changes in teaching and remedial practice which should bring about gains in reading performance. Some theories of reading are more like conceptual frameworks or metaphysical theories, which although not testable, help to set experimental findings within a particular perspective. In assessing a theory it is important to consider its alternatives. In this case, maturational lag theory proposes that retarded readers are lagging behind in the development of prerequisite skills for reading. It could be the case that these dimensions are part or wholly the prerequisite skills the child needs in order to achieve an acceptable standard of reading. T. H. Carr has noted that most theories of reading have advocated a single factor which lies behind poor reading.
