{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T16:42:26Z","timestamp":1791996146272,"version":"4.4.0"},"reference-count":31,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2013,2,12]],"date-time":"2013-02-12T00:00:00Z","timestamp":1360627200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2013,3,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>The authors review current knowledge about the cognitive processes underlying the early stages of word reading development. Recent findings in a variety of alphabetic languages converge on the conclusion that there are 3 \u201ccognitive foundations\u201d for learning to read: letter\u2013sound knowledge, phonemic awareness, and rapid automatized naming skills. Deficits in each of these skills appear causally related to problems in learning to read, and deficits in letter\u2013sound knowledge and phonemic awareness appear to be remediable by suitable teaching. The authors argue that this evidence has important practical implications for early education and for the diagnosis and treatment of children with reading difficulties.<\/jats:p>","DOI":"10.1111\/cdep.12005","type":"journal-article","created":{"date-parts":[[2012,11,8]],"date-time":"2012-11-08T08:36:39Z","timestamp":1352363799000},"page":"1-5","source":"Crossref","is-referenced-by-count":179,"title":["Learning to Read: What We Know and What We Need to Understand Better"],"prefix":"10.1093","volume":"7","author":[{"given":"Charles","family":"Hulme","sequence":"first","affiliation":[{"name":"University College London"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J","family":"Snowling","sequence":"additional","affiliation":[{"name":"University of 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