In their position paper, Dorit Ravid & Liliana Tolchinsky have made a critical attempt to develop a theoretical framework which would account for the success of learning to read and write in different languages throughout the life span. The major focus of this framework is on the linguistic perspective of literacy development – leading to the concept of linguistic literacy. The authors highlight those aspects of literacy competence that are expressed in language as well as aspects of linguistic knowledge that are affected by literacy competence. They postulate control as a defining feature, metalanguage as a concomitant process, and familiarity with writing and written language as a condition of linguistic literacy. These postulations can be seen as highly relevant from both a theoretical and a practical point of view since such framework is useful in order to develop research initiatives and educational programs on literacy development. The view of literacy as a constituent of language knowledge characterized by the availability of multiple linguistic resources can be seen as powerful. However, given the multifaceted character of written language and its development, the question is to what extent the concept of linguistic literacy should be relativized. In the present commentary the impact of sociocultural and cognitive constraints on literacy will be stressed to disambiguate the monolithic conception of linguistic literacy.