In the current research, Grade 3 children learned novel labels for pictures of novel objects (as in Ricketts et al., 2009). As in previous research, it was hypothesized that literate children who were exposed incidentally to orthography (both consistent-print and inconsistent-print conditions) would learn and retain more expressive vocabulary as compared with children in a no-print condition (i.e., a print facilitation effect). It was also hypothesized that transparent phoneme–grapheme mappings would facilitate connections between print and speech; therefore, children in the consistent-print condition were expected to learn and recall more novel labels than children in the inconsistent-print condition (i.e., a print consistency effect). In addition, children were trained and tested on receptive vocabulary, and their performance was expected to be at ceiling as in Ricketts and colleagues’ (2009) study. At posttest, children were also asked to spell the novel labels to assess whether children were acquiring orthographic forms (Ricketts et al., 2009; Rosenthal & Ehri, 2008, 2011). Spelling provided a verification of the print consistency manipulation with the expectation that consistent words would be easier to spell correctly than inconsistent words (Sénéchal et al., 2006).