FIGURE 8.10 Young children’s strategy choices in reading A strong positive correlation exists between the difficulty of a word, as defined by the percentage of errors children make on it, and the frequency of young children’s use of an overt strategy, such as audible phonological recoding, to read it. Thus, on words that 1st-graders find easy, such as “in,” they generally retrieve the word’s pronunciation, but on words they find difficult, such as “parade,” they often fall back on overt strategies such as sounding out. (Siegler, 1986)