AbstractInterventions to support students with reading dif-ficulties have existed for over 70 years. This paper rehearses the need for interventions to be grounded in theory and empirical evidence about reading processes. The suggestion that the next generation of interventions should go beyond simple context-independent small unit phonics teaching to cover context-dependent larger phonological units is evaluat-ed. Examples of contemporary interventions that involve large units, and morphology are presented. Current interventions reported target students with literacy difficulties regardless of a diagnosis of dyslexia. KeywordsDyslexia.
Morphology interventions.Reading difficulties.Remediation. Teaching interventions