Much of the reading research literature analyzes reading processes primarily through two routes of access to the lexicon: a grapheme-phoneme analysis route and an orthographic route. This model is able to explain many of the reading deficits that are observed in languages with opaque orthographies, such as English. Less clear is the application of this model in languages that carry transparent orthographies. Clinical analysis becomes essential in elucidating the usefullness of this model in transparent orthographies.