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10 normal and 10 disabled readers in Grades 5 and 6 were required to learn the meaning and pronunciation of unfamiliar words varying in word length and in letter–sound regularity and complexity. Results show that disabled readers were slower to name the unfamiliar words than normal readers, even after 3 sessions of practice. Naming accuracy and latency were found to be more strongly related to both regularity and complexity for disabled readers than for normal readers across 3 test sessions, suggesting that disabled readers were capable of using regular letter–sound correspondences to pronounce printed words but were hampered by weaker knowledge of these correspondences. Performance by both groups on a delayed naming task showed that the differences in naming speed were due to decoding rather than response-execution processes. The effects of word length on naming latency were more …