Evidence regarding the centrality of word recognition to the reading process is considered, based on a review of research on beginning reading from 15 secondary sources. The research includes diverse learners who are low performers, learning or reading disabled, remedial readers, high achievers, culturally disadvantaged, language delayed, and linguistically diverse. The characteristics, contexts, and conditions of learners and learning are discussed. Evidence from a variety of models and frames of reference in beginning reading research is presented, including cognitive, instructional, and educational psychology; linguistics; and special education. Four areas of convergence from the studies reviewed are identified, with implications for word recognition: reading comprehension is dependent on strong word recognition skills; strong word recognition requires understanding that words can be spoken or written, print corresponds to speech, and words are composed of phonemes; alphabetic understanding facilitates word recognition; and phonological recoding combined with word frequency mediates word recognition. A chart identifies study author(s) and year, number and type of study participants, the beginning reading dimension, and the purpose of the study. (Contains 27 references.) (SW)