ABSTRACT
When, at the end of the last chapter, we talked about the need to make connections we meant that we have to show how one skill might affect another. We have argued, for example, that children build up certain kinds of phonological sensitivities, and that these eventually help them when they begin to learn to read. But we have not shown that they do help: we have not established the connection. How does one demonstrate connections, which are really causal connections, in children’s reading?
