The reading research and relevant literature examined in this paper focus on the role that "orthographic regularity" plays in word recognition. Orthographic regularities are those features of printed English words that reduce the uncertainty of what letters might be present. The paper considers three theses: rapid word recognition, which is essential for competent reading, depends on internalized (automatic) strategies that use the principle of orthographic regularity; phonics instruction, because of its emphasis on regular letter-sound associations, draws attention to the orthographically regular features of printed English words; and the instructional practice of separating certain irregular words helps the reader avoid generalizing from orthographically irregular sequences. After showing what orthographic regularity is, how it relates to phonics instruction, and the evidence for claiming that it is essential to rapid word recognition, the paper concludes with the assertion that reading instruction must see to it that students acquire an awareness of othographic regularity. The discussion following the presentation of this paper is attached. (RL)