Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…