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An important component of learning to read is the acquisition of letter-to-sound- mappings. The sheer quantity of mappings and many exceptions suggests that children may use a form of statistical learning to acquire them. However, while statistical models of reading are item-based, reading instruction typically focuses on rule-based approaches involving small sets of regularities. This discrepancy poses the question of how different groupings of regularities, an unexamined factor of mostdoi:10.31234/osf.io/26t4q fatcat:yis27w7er5ddllxlq7drx2cmji