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Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. There is, however, a point in a child's growth when we expect what many, including young children, often refer to as 'real reading' to start. A child's reading-related development is interwoven and continuous with development that will lead to expertise in other spheres of life. Many very young children are surrounded by written language products and are exposed to the importance and functions of reading in society.

We recognize that reading-related development can start in infancy or with toddlers. The reading difficulties that we are considering are those that impede what virtually all literacy activities have in commonthe use of the products and principles of the writing system to get at the meaning of a written text. Literate behaviors include writing and other creative or analytical acts and at the same time invoke very particular bits of knowledge and skill in specific subject matter domains (e.g., history, physics, mathematics, etc.) (Anderson and Pearson, 1984). In our sense, literacy is both broader and more specific than reading. Having learned to read without difficulty may not suffice to be literate with respect to that dissertation.

Ited knowledge in the case of the physics dissertation, for example, limited knowledge of physics could be the downfall, rather than a reading difficulty per se. If someone has difficulty understanding, the problem could be a matter of lim For most texts in most situations, understanding what the text means is, if not the end goal of the reader, at least an important intermediate step. As different as these are, there are commonalities among them. Acts of literacy vary a great dealfor example, reading a listing in a phone book, reading a Shakespearean play, and reading a dissertation on electromagnetic force.

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In focusing in this report on preventing reading difficulties among young children in the United States, we take a limited view of reading, putting aside many issues and concerns that would belong to a full consideration of literacy in various societies inside and outside the United States. We then describe skilled reading as it is engaged in by adults and continue by describing how children develop to become readers. First, we outline how children develop language and literacy skills before they begin formal reading instruction.

In this chapter, we review research on the process of reading and what happens as children become readers.