In code-based literacy methods such as the Orton-Gillingham method, the transition from speech to script is considered linguistically and cognitively challenging, since a segment, syllable, or word has ambiguous boundaries in speech. Hence, the function of letter, letter pattern, and internal word structure is systematically clarified in its relation to speech. Because construction of a word gestalt is the ultimate goal in literacy instruction, it may be accelerated by emphasizing the graphic layout of a word, such as the function of space around words and letters, and the preference for specific letter types. Although orthography and graphic layout sculpt speech to a certain extent, rapid access to a graphic word in memory is achieved only when verbal coding truly transforms a sequence of letters into a bound word unit. The bond between graphic and spoken word is, therefore, never released, although their relation changes in the course of literacy acquisition. The written word functions as a secondary language for skilled and unskilled user alike.