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Multiple sources of evidence support the idea that reading and visual word identification build upon statistical regularties in the (written) language. However, direct experimental evidence for this connection is still meager, and sometimes mixed (e.g., bigram frequency effects). Focusing on children, I present evidence that, yes, there is evidence for sensitivity to letter statistics in natural reading for comprehension, specifically in the form of nGram frequency effects that can't be traced back to word-level statistics.