What remains from the determinants in learning to read?

In their paper, Kolinski and Morais argue that learning to read shapes cognition, modifying, for example the way we process oral language and we reason. From the learning to read point of view, this perspective has led to a refinement of our approach of causality in reading impairment such as dyslexia. As a result, numerous so-called prerequesites of reading vanished as potentials determinants of reading achievement and one might wonder what remains. I argue that this approach should be generalized to more fields than phonological skills, in order to clearly identify the determinants of reading achievement. Simultaneously, the issue of determinants should include all the reading impairment profiles, not only the specific ones, both to allow a comprehensive view and to develop efficient prevention strategies.