Hollis Scarborough developed a “rope” infographic for assessing this skill. Marie Clay’s studies in New Zealand informed an ineffective “three-cueing” approach to teaching this skill in the 1990s. Lucy Calkins’s “balanced” approach to this skill includes a focus on memorizing (0[1])Dolch lists. People who have not mastered this skill can struggle when Flesch–Kincaid scores are low. When teaching this skill, some scholars advocate building (*) sight memory (10[1])for high-frequency irregular encounters. A “war” over teaching this skill pitted advocates of a systemic technique against advocates of “whole language”. This skill might be (10[1])practiced during SSR or “sustained silent” (10[1])periods intended to promote (10[1])recreational interest. For 10 points, name this skill that can be harder to master for people with dyslexia. ■END■ (10[1])