The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut Learning Disability (LD) Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically developing (TD) children and, more specifically, children with dyslexia. Our LD Hub adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development by specifically examining the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic--phonological knowledge at different subword granularities using behavioral and computational modeling. Findings are intended to enrich understanding of the processes that influence individual differences in word reading development in TD and dyslexic children and significantly inform issues of practice (e.g., curriculum, instruction, diagnosis, and intervention). Here, we briefly provide the rationale for the Hub and present findings from the initial behavioral and computational modeling studies.