University of Oxford, UK
As noted by Anne Castles, the phonological core deficit hypothesis of dyslexia has dominated research in the field for several decades. Throughout this time, it has also become well-established that learning to read an alphabetic orthography fundamentally changes phonological processing. Although debate continues as to how this might happen, the finding that it does happen has implications for the phonological deficit hypothesis of dyslexia. I will draw on a range of studies to discuss these implications and in doing so, consider the nature of the relationship between phonological skills and learning to read, both in typical development and in children with developmental dyslexia.