The authors use these fundamental analyses and definitions to shed new light on the `balanced approach to reading instruction', `reading fluency' and other key concepts. The book also deals with problems in the definition of `dyslexia' and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress.
