LEARNING TO READ - EVIDENCE ON THE DISTINCTION BETWEEN DECODING AND COMPREHENSION SKILLS

The paper focuses on the importance of distinguishing between decoding and comprehension skills in reading. This distinction can also be app lied to the study of precursors of reading and of the first phases of reading acquisition. The reconsideration of a 15-year research program shows evidence and implications of such a dissociation. In particular the paper reviews psychometric research concerning reading performanc e in first and second grade, research on precursors of reading, the ef fects of early programs devoted to develop reading abilities. Decoding and comprehension reading components appear at least partially separa ted, related to different underlying cognitive abilities differently s ensitive to enrichment programs.