We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN-reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word…

Demonstrates theoretical and practical limitations of traditional subgroup classifications of acquired and developmental dyslexia. Suggests a process-analytic approach, a variant of a dual-route model for word processing. Demonstrates the usefulness of the approach in two cases of "auditory" dyslexics. (RS)