ABSTRACT
Dif culty with word recognition is by far the most apparent symptom a of reading disability, and its prevalence is so great that consensus exists that word-level reading dif- culties are synonymous with the most profound reading dif culty known as dyslexia. Indeed, the very de nition of dyslexia offered by the International Dyslexia Association (IDA) focuses on word recognition and describes the disability as being primarily “characterized by dif culties with accurate and/or uent word recognition and by poor spelling and decoding abilities” (IDA, 2002).
