This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading–writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.

本文介绍了交互式动态读写能力 (IDL) 模型（Kim，2020a）在理解阅读和写作学习中的困难方面的应用。根据 IDL 模型，阅读和写作是交际行为的一部分，这些交际行为利用了大部分共享的过程和技能以及独特的过程和技能。因此，阅读和写作是可分离但又相互依存的系统，具有层次化、交互性和动态关系。IDL 模型的这些关键原则适用于阅读和写作发展的中断，以使用单一框架解释阅读-写作困难的同时发生。提出了以下假设：(a) 单词阅读和拼写困难与手写困难同时出现；(b) 阅读障碍与写作困难并存；(c) 阅读理解和写作困难同时出现；(d) 语言困难与阅读困难和写作困难同时发生；(e) 阅读、写作和语言困难与弱领域通用技能或执行功能如工作记忆和注意力控制（包括注意力缺陷多动障碍 [ADHD]）同时出现；(f) 阅读和写作困难的多种途径。讨论了影响。和语言困难，具有较弱的领域通用技能或执行功能，例如工作记忆和注意力控制（包括注意力缺陷多动障碍 [ADHD]）；(f) 阅读和写作困难的多种途径。讨论了影响。和语言困难，具有较弱的领域通用技能或执行功能，例如工作记忆和注意力控制（包括注意力缺陷多动障碍 [ADHD]）；(f) 阅读和写作困难的多种途径。讨论了影响。