“…Prior to the onset of reading instruction, normally developing children already are able to link sounds (phonology) with meaning (semantics; see review in Harm & Seidenberg, 2004); key components of what must be learned during reading instruction, then, are how to 1) represent orthography (e.g., how to recognize letters and distinguish between them) and 2) make linkages between the new orthographic representations and existing phonological and semantic representations (extensive review in Harm & Seidenberg, 2004). Of course, this cognitive development is accompanied by brain development, with functional brain organization changing during the course of reading instruction to support the new representations and linkages that are being acquired (see, for example, Coch & Meade, 2016;Maurer & McCandliss, 2007). One hallmark of the neural re-organization that accompanies reading acquisition is an increased left-lateralization for the higher visual processing of text (e.g, Maurer, Brem, Bucher, & Brandeis, 2005;McCandliss, Cohen, & Dehaene, 2003;Maurer, Blau, Yoncheva, & McCandliss, 2010).…”