ABSTRACT
Theorists disagree about the nature of the retrieval routes that are formed to access words in memory from their written forms (Barron, 1986; Ehri, in press). According to dual-route theory, readers form connections between the visual configuration of written words and their meanings in memory. The connections are learned by rote and require much practice (Baron, 1977, 1979; Coltheart, Davellar, Johassen, & Besner, 1977; Frith, 1980). According to Ehri (1978, 1980, 1984, 1987, in press), readers who know about letter-sound correspondences form connections between letters in spellings and phonemes in the pronunciations of specific words.
