Hulme and Snowling (2013) examined the cognitive processes underlying early reading skills in alphabetic languages using evidence from all of the following except:

A) Comprehension related studies of 1st graders
B) Comparisons of children with and without reading disabilities
C) Training studies that look at the effect that instruction on a particular skill has on improvements in children's reading proficiency
D) Longitudinal studies examining the early cognitive abilities that predict later reading ability