honological language abilities (defined as broader language skills, Nation & Snowling, 2004) is also undeniable. Gilion & Dodd, (2005) described broader language skills as metalinguistic abilities. They argued that not only PA, but also other metalinguistic skills for example: morphological, syntactical, semantic and pragmatic awareness are influence to become skilled reader (Gillion, 2015). A number of studies support this point. In one study Nation and Snowling (2004) investigated the relationship between language skills and reading development of 72 typically developing children. They conducted this study in two points of time, at the first point participants were around 8.5 years old and at the second point they were around 13 years old. The study reported that a significant concurrent and longitudinal predictive relationship between broader language skills (vocabulary, semantics and listening comprehension) and accurate reading. They reported that the strengths and weaknesses in broader language skills are also necessary to determine the way in which children learn to read and reach in the final structure of reading system in their adulthood (Nation & Snowling, 2004).

In addition, A number of early studies have argued that, dyslexic (reading difficulties) children have only phonological deficiency, they do not have any problem with semantic processing (Shankweiler et al., 1995; Share & Stanovich, 1995, cited in Nation & Snowling, 1998b). However, not every poor reader only has difficulties with word recognition level. In another investigation Nation and Snowling (1998b) demonstrated that children with reading comprehension difficulties showed poor semantic processing abilities rather than typically developed children despite the both groups have closely matched phonological and non-verbal skills. In addition to though the poor comprehenders had good decoding skills, they showed greater difficulty with low frequency and exception words reading. A similar point was made by Bishop and Snowling (2004) in one study, they also showed that without any phonological impairment, many children struggle with comprehension and overall reading performance.
Such research outcomes on reading abilities establish the idea that only PA and decoding skills are not sufficient for becoming skilled reader. Moreover, broader language abilities are also important for successful reading performance.

Conclusion
Despite the ultimate goal of reading is successfully recognized the word and complete understanding the text, many early studies only focus on phonological skills. In few language based models of reading overlook the importance of semantic skill and other language skills in order to become skilled reading. However psycholinguistics model of reading and simple view of reading have emphasised that skilled reading also involved reading comprehension which largely rely on broader language skills or metalinguistic skills. In fact one similar point showed in both views is that for developing skilled reading phonological skills and comprehension equally important, but neither alone is sufficient for efficient reading.
Furthermore, research on reading comprehension and intervention of developmen