| Abstract: | Scholes (1998) offers a caricature of the definition of reading, which he suggests underlies much recent psychological research. In this response, I attempt to set out a multi-dimensional view of reading, derived from the same psychological research, which encompasses both printed word recognition skills and comprehension of written texts, and elucidates some of the relationships within and between these separable dimensions. In conclusion, I rebut Scholes’ assertion that no study has ever demonstrated a link between phonological awareness and reading comprehension. |
