Roseline Fink (Fink, 1996; Fink, 1998) Interviewed successful men and women with dyslexia to see why they were able to be so successful despite their profound “disability”. She discovered that all these successful adults were all allowed to immerse themselves and read in areas of interest as children. Here, they developed expertise, built conceptual and vocabulary knowledge and became familiar with the schemes and structures of the types of texts found in their field. This background knowledge was more important for facilitating reading accuracy and comprehension than letter clues. That is, marginal decoders used context to create meaning with print. Low-level skill mastery was not a prerequisite for higher level thinking and skill construction.