Learning to read: Evidence on the distinction between decoding and comprehension skills

Re-examines research on the 1st phases of learning to read to discover evidence concerning the distinction between comprehension and decoding in the 1st phases of reading acquisition. Research on the prediction of different cognitive instruments on accuracy, speed, and comprehension reading level is also reviewed, along with research concerning reading performance in Grades 1 and 2, research on precursors of reading, and the effects of early programs devoted to develop reading abilities. Decoding and comprehension reading components appear at least partially separated, related to different underlying cognitive abilities, and differently sensitive to enrichment programs.