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How do writing systems shape reading and reading acquisition?

Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.