| This article reviews what current research says about the effectiveness of the Comprehension Hypothesis. Drawing insights from the research under review, it then argues that despite the presence of other competing hypothesis (most notably, the Skill Building Hypothesis, the Output Hypothesis and, the Interaction Hypothesis), the Comprehension Hypothesis still stands as the most powerful means for facilitating the acquisition of literacy skills. The article also argues that the specifc form of the Comprehension Hypothesis, namely the Reading Hypothesis, is more than suffcient to help learners become autonomous acquirers, the eventual goal of the second language acquisition theory. The article concludes by discussing the implications of the research for the teaching of writing. |