ABSTRACT
We can recognize a Rembrandt even though we cannot produce one. A young child can follow a verbal request to get his or her shoes while his or her oral language consists only of word-like babblings. Commonplace phenomena such as these have led us to take for granted the dichotomy between the processes of production and recognition. Likewise, as they learn to read, children and adults can frequently read words that they cannot correctly spell. Thus, many have assumed that word recognition and spelling are two separate skills.
