ABSTRACT
This chapter discusses a significant body of research over the last several decades speaks to the issue of how this integration might occur. It explores the foundation for word study instruction through examination of the following topics: the spelling system or orthography of English; research into the development of orthographic knowledge; research investigating the efficacy of word study instruction; developmentally based word study instruction; and the teacher knowledge base necessary to support word study. The chapter also discusses the developmental nature of orthographic knowledge; orthographic development in other languages; and brain, genetic, and perceptual studies of orthographic knowledge. While this pattern detection with respect to orthography is largely tacit, the fact that this wiring exists has instructional implications because the nature of instruction will influence the perceptual component of word recognition during the reading process.
