are not yet able to use the full cipher in this stage. Therefore, this stage is referred to as

the partial alphabetic phase (Ehri, 1991). Novice readers in this stage use incomplete

letter-sound correspondences to access words in memory. They may use the first or last

letter sounds, ignoring the medial phonemes in the work (Ehri, 1992) such as recognizing

the word 'book' by the Ibl and the Xkl. However, the readers should be able to utilize the

full cipher for their skillful reading.

Full alphabetic phase

 Ehri (1992) described that "cipher sight word reading refers to the process of

reading sight word by setting up connections in memory between the entire sequence of

letters in spelling and phonemic constituents in the word's pronunciation" (p. 132). In

contrast to readers in Phase 2 who may use some letters of spellings, readers in the third

phase can form connections out of the "complete array of letters connected to the

phonemic structure of the word" (Ehri, 1992, p. 134). For example, in a word with four

phonemes, 'desk,' a reader at the cipher reading phase would be able to create

connections out of all four letters and correspond phonemes to determine the correct

pronunciation (Ehri, 1999). Children who gain the ability to utilize the cipher can become

proficient readers (Gough, Juel, & Griffith, 1992).

Consolidated alphabetic phase

 Finally, mature readers can analyze the common spelling patterns such as '-ing,' '-

cal,' and 'com-.' It means that they are able to recognize these patterns as a chunk. If

children encounter such combinations of letters more often, they may have stronger

concepts of such combinations and the speed of orthographic processing will be faster.

Therefore, connections to new words become more efficient and occur more rapidly. As a

result, readers in this final stage can improve their ability of word recognition