ABSTRACT
The capacity to identify single written words accurately and fluently is the fundamental process in reading and the focus of problems in dyslexia. This chapter takes the form of a speculative account of the early stages of the development of word recognition and makes reference to research carried out in the literacy laboratory at the University of Dundee. It is an expression of a viewpoint and a set of hypotheses and not an attempt at a comprehensive review of the literature on the development of word recognition.
