“…Psycholinguistic research indicates that word frequency (e.g., Balota & Chumbley, 1984;Frederiksen & Kroll, 1976;Hudson & Bergman, 1985; for a review, see Monsell, 1991) and grapheme-phoneme correspondence (GPC) consistency (e.g., Content, 1991;Content & Peereman, 1992;Jared, 1997;Peereman, 1995;Seidenberg, Waters, Barnes, & Tanenhaus, 1984;Ziegler, Perry, & Coltheart, 2003) affect the performance of skilled readers. However, GPC consistency has a greater impact than word frequency at the beginning of reading acquisition, probably because word-frequency effects are item-specific, unlike GPC consistency effects which depend on generalizations based on associations between frequent GPCs.…”