... In terms of early literacy, decoding has been defined as all of the code-related criteria necessary to learn to read in an alphabetic language. These include concepts about print (i.e., directionality, parts of a book, conventions of writing, etc.), alphabet knowledge (i.e., letter names and letter sounds), phonological awareness (i.e., awareness of the sound structures of spoken language that can be mapped to print), and the alphabetic principle (i.e., the insight that speech can be segmented into smaller units of sound and represented by letters in a systematic way; Catts, Fey, Zhang, & Tomblin, 1999;Evans, Bell, Shaw, Moretti, & Page, 2006;Foulin, 2005;Foy & Mann, 2006;Lonigan, Burgess, & Anthony, 2000;National Early Literacy Panel, 2008;Storch & Whitehurst, 2002). Language comprehension has been variously defined as just those aspects of oral language necessary for the comprehension of concepts and vocabulary or, more broadly, as ideas expressed aurally through words, sentences, and larger discourse-level structures (Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003;Kendeou, van den Broek, White, & Lynch, 2009;Lonigan et al., 2000;NICHD Early Child Care Research Network, 2005;Storch & Whitehurst, 2002;van Kleeck, 1998;Whitehurst & Lonigan, 1998). ...