Computational models of reading have tended to focus on the cognitive requirements of mapping among written, spoken, and meaning representations of individual words in adult readers. Consequently, the alignment of these computational models with behavioural studies of reading development has to date been limited. Models of reading have provided us with insights into the architecture of the reading system, and these have recently been extended to investigate literacy development, and the early language skills that influence children's reading. These models show us: how learning to read builds on early language skills, why various reading interventions might be more or less effective for different children, and how reading develops across different languages and writing systems. Though there is growing alignment between descriptive models of reading behaviour and computational models, there remains a gap, and I lay out the groundwork for how translation may become increasingly effective through future modelling work.