Factor 2: General versus Word-Specific Knowledge General Word Knowledge General spelling knowledge progresses from smaller to larger units: phonemegrapheme (1 or 2 letter) connections, phonological and orthographic onsetrime correspondences within syllables, and morphological analyses of root words and affixes (Davis & Drouin, 2010). The comparative frequency of legal letter groups (orthotactics) (Conrad, Harris, & Williams, 2013)  sensitivity to orthotactic patterns and the relative statistical frequency of cooccurring grapheme patterns (Treiman & Kessler, 2013). As an illustration of this general sensitivity, **data** from an analysis of superior, average, and poor spellers (Silliman, Bahr, & Berninger, 2013) revealed that a poor speller in grade 1 spelled the compound careless as ckault, which shows the child is struggling with two critical aspects involving the grain-size of the compound. First, the child appears to parse the compound inappropriately, representing it as a single syllable. Second, it is orthographically plausible to represent the k sound with ck; however, in American English, ck can only occur after a short vowel; hence, this child's misspelling represents an implicit awareness of permissible orthotactic sequences, but not their constraints on word position. Statistical learning manifests early in learning French as well. In French, like English, consonants cannot double in word-initial position. Research showed that children recalled items without doublets better than they recalled those with doublets (Pacton et al., 2014).