Please join Drs. Maryanne Wolf and Sue Sears for a discussion of an expanded understanding of foundational literacy skills. Learn how “POSSUM”, an acronym that represents the multiple linguistic processes that contribute to word recognition and fluency, is supported by emerging research on the reading brain and the heterogeneity of dyslexia and other reading disabilities. Explore a resource for embedding all aspects of word knowledge in learning to read, within the context of multi-componential approaches to literacy instruction and intervention. And, consider the implications of an expanded view for the screening of young learners, language differences, and the science of reading.