There are basically two different models for the word recognition process. One model postulates that a reader primarily uses sound/symbol cues to recognize a word; a second model states that a reader focuses mainly on whole-word characteristics. To determine which model best fits beginning and adult readers, a multiple regression analysis was conducted to determine the relative strength of sound/symbol and whole-word characteristics as predictors of word recognition difficulty. The analysis indicated that whole-word characteristics are strong predictors of recognition difficulty at all levels; sound/symbol characteristics are significant predictors up to the fourth grade. This was interpreted as evidence that beginning readers use sound/symbol and whole-word cues but gradually become less reliant on sound/symbol information. In an effort to increase the predictable variance in word recognition difficulty, another predictor (previous exposure to a word) was experimentally entered into the regression equation. It was found that exposure to a word was the strongest predictor of word recognition difficulty. This was interpreted as evidence that experience with a word is an important, if not the most important, aspect of the word recognition process. (Author)