Different writing systems are used across the world – their visual forms vary greatly. How can we classify this visual variation? Across the range of writing systems, how does variability in the visual characteristics of graphemes, the smallest linguistically significant writing units, in different orthographies (e.g., English: letters; Chinese: characters) affect learning to read? Specifically, do individuals with differing writing system backgrounds perceive graphemes differently? This talk focuses on research testing the hypothesis that more complex orthographies impose greater perceptual demands on learners, encouraging development of stronger visual perceptual skills through learning to read. Findings suggest that visual orthographic variation, encompassing both grapheme complexity and size of grapheme inventory, affects learning to read due to resulting differences in visual perceptual processing. Implications of this orthographic variation on Chinese as a foreign language (CFL) pedagogy are discussed. Light refreshments will be served.