ABSTRACT
To be able to see is usually considered a prerequisite of normal reading development. Teachers are sensitive to the importance of this point when trying to understand why a pupil experiences difficulties with textual materials. Professionals appreciate that visual perception, SpLD and their interrelationships are complex. Simplifying the apparently complex is one aspect of advancing understanding in a given field, usually at the conceptual level. Avoiding the danger of unjustified oversimplification is the concomitant challenge.
