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A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience and Observations of Young Readers 

C. Compton-Lily, A. Mitra, M. Guay & L. Spence. 2020 Reading Research Quarterly

This article examines a range of evidence that demonstrates the complexity of reading. The authors argue that multiple factors, processes, and sources of information inform reading. They support this with research findings including emerging research related to the brain and reading coupled with observations of emerging readers and conclude that singular reading models do not account for the individual needs of learners.

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Resource Added: 27 February, 2021

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